self-study report - Leuzinger High School

Transcription

Leuzinger High School
SELF-STUDY REPORT
4118 W. Rosecrans Ave.
Lawndale, CA 90260
Centinela Valley Union High School District
March 17-20, 2013
welcomes the
WASC Visiting Team
Ms. Sia P. Lux
Visiting Committee Chairperson
Mathematics Teacher
Mrs. Lori Barbu
English Teacher
Citrus Hill High School
Mr. John B. Barton
English Teacher
El Monte High School
Mr. Jeremy Cassara
Assistant Principal
Elsinore High School
Mr. Abdul Kassim
Science Teacher
San Bernardino High School
Mr. Erick Mitchell
Principal
Sal Castro Middle School
Mr. LeRoy Welch
Assistant Principal
John F. Kennedy Middle College HS
Administration
Mr. Michael Ono
Principal
Mrs. Pamela Brown ............................................... Assistant Principal
Ms. Paula Hart ....................................................... Assistant Principal
Mr. Howard Ho ..................................................... Assistant Principal
Ms. Grace Yang ............................................... Self-Study Coordinator
CVUHSD Administration
Mr. Jose A. Fernandez ............................................... Superintendent
Dr. Allan Mucerino ............ Assistant Superintendent, Educational Services
Mr. Bob Cox .......................... Assistant Superintendent, Human Resources
Mr. Ron Hacker ...................... Assistant Superintendent, Business Services
Board of Education
Ms. Rocio C. Pizano ................................................. Board President
Ms. Maritza R. Molina ...................................... Board Vice-President
Mr. Hugo M. Rojas ........................................................ Board Clerk
Ms. Gloria A. Ramos ................................................. Board Member
Ms. Lorena L. Gonzalez ............................................ Board Member
Principal’s Message
Welcome to Leuzinger High School, home of the Olympians. We are genuinely excited to share
what we have been doing since our last WASC visitation. The Focus on Learning process has
been an educational experience for all stakeholders in the Olympian learning community. Our
self-study requires us to look at past practice and change, applying research-based strategies in
the classroom to improve student learning. The timing of the WASC visitation could not be more
appropriate. At this point and time, we have been having meaningful conversations with
students, parents, teachers, and classified personnel focused on student achievement.
Leuzinger High School has been able to reinvent itself through the hard work and dedication of
all stakeholders. We believe in our vision that all students should be given an opportunity to
graduate and attend a four-year university. Utilizing data, we are providing all students access to
rigorous honors and Advanced Placement classes. Data is also driving classroom decisions when
lesson plans are developed. We have been able to create a college-going environment by
increasing student performance and accountability for all in the professional learning
community. What has transpired since our last WASC visitation has been nothing short of a
remarkable increase in API performance and CAHSEE results.
Through a collaborative effort by all stakeholders, we have developed action plans to continue to
focus on learning. We believe this self-study will also support our next stages in making
Leuzinger a stronger place for powerful learning. We would like to recognize our dedicated
teachers and support staff who have helped in developing a positive learning environment. We
are implementing researched-based practices to increase not only learning but positive behaviors,
creating a safe and caring place for all.
We have a solid core of parents who assist our campus by welcoming other parents and
recruiting them for our parenting programs. We are also fortunate that we have community
leaders with resources who give back to our students who are pursuing higher education in the
form of scholarships.
Last, but certainly not least, our district office personnel plays an important role in the business
of education as it takes place at Leuzinger High School. We have the support of our
Superintendent and Assistant Superintendents, and the Director of Curriculum and Instruction.
Given our rigorous curriculum, support for our teachers is needed in the form of on-site and off
campus professional development in instructional strategies and lesson design and delivery.
We welcome you and your team members to our school and our community. We are looking
forward to your insight and recommendations.
Sincerely,
Michael Ono
Principal
Table of Contents
Chapter I: Student / Community Profile – Supporting Data and Findings ......................................1
Chapter II: Student / Community Profile – Overall Summary from Analysis of Profile Data ....109
Chapter III: Progress Report ........................................................................................................118
Chapter IV: Quality of School Program
Focus Group A: Organization ..........................................................................................138
Focus Group B: Curriculum.............................................................................................149
Focus Group C: Instruction..............................................................................................161
Focus Group D: Assessment and Accountability ............................................................170
Focus Group E: School Culture .......................................................................................178
Chapter V: School-Wide Action Plan ..........................................................................................191
Appendix
Chapter I
Student / Community Profile
Supporting Data and Findings
Chapter I: Student / Community Profile and Supporting
Data and Findings
DEMOGRAPHIC DATA
Community
Brief Description of the Community Served by the School | Leuzinger High School (LHS) is a
comprehensive high school (grades 9-12) with an enrollment of 1,519 students for the 2011-12
school year. LHS is one of three comprehensive high schools in the Centinela Valley Union High
School District (CVUHSD) located in the city of Lawndale, approximately 20 miles southwest of
the city of Los Angeles. Leuzinger serves a predominately Hispanic and African American
student population from the communities of Lawndale, Hawthorne, Lennox, Inglewood, and a
portion of Gardena. The ethnic demographics of LHS include 67% Hispanic, 23% Black, 5%
Asian, 2% Pacific Islander, 1% Filipino, 1% White, .6% two or more races, and .1% not
reported. In the 2011-12 school year, 12.5% of the student population received special education
services, 20% received English learner support, and 93% qualified for free or reduced lunch.
Leuzinger High School opened its doors on January 27, 1931 with an initial enrollment of 268
students to meet the needs of the community that had grown rapidly during the 1920s as a result
of oil discoveries. Today, Lawndale is a Healthy Eating, Active Living city unveiling its new $13
million dollar community center, upgrading outdoor exercise equipment in its parks, and
providing a Great Neighborhoods Program to make this city a safe place to live for all its
residents. The school was named after Adolph Leuzinger in recognition of his 25 years of service
on the Board of Trustees in the Inglewood Union High School District. LHS was used as a
training site during the 1932 Olympics. It is one of the few high schools in the United States
approved to use the Olympic rings as the school symbol. We are proud to call ourselves “The
Olympians” as we continue to live out our school motto, Citius, Altius, Fortius – Faster, Higher,
Stronger.
LHS is in the process of transforming its campus to better serve the academic and social needs of
its students. Every teacher has access to a school laptop. Each classroom has an ENO or
Promethean interactive white board, a set of classroom responders, and an ELMO document
camera. We are currently in the process of a multi-phase new construction project. The new
Center for Arts & Sciences building opened for the 2011-12 school year. It includes three twostory buildings comprised of 36 classrooms and eight state-of-the-art science labs; three sets of
boys and girls restrooms, and elevators; installation of interactive multimedia technology with
internet connectivity; and an outdoor learning environment that includes two amphitheater
lecture areas, one on each end of the open courtyard. Phase II construction has begun and will
include another two-story classroom building, a cafeteria, art classrooms, and a food science,
nutrition, and fitness academy facility. It is projected to open for the 2014-15 school year.
Leuzinger High School WASC Self-Study 2012-2013
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Family and Community Trends | Lawndale is also known as the “Heart of the South Bay” with a
population of approximately 32,769 within 1.97 square miles. From 2000 to 2010, Lawndale’s
population changed +3.3% (www.census.gov). The current ethnic makeup of Lawndale is as
follows: 61% Hispanic, 16.2% White alone, 9.6% Asian alone, 9.3% Black alone, 2.1% two or
more races, 1.0% Native Hawaiian and other Pacific Islander alone, 0.4% other race alone, and
0.3% American Indian alone. Of the total population in Lawndale, 12,285 residents are foreign
born (28.8% from Latin America and 7.7% from Asia) and 66.4% speak a language other than
English at home. Forty-three percent in California speak a language other than English at home.
The median age in Lawndale is 31.9 years compared to the median age of 45.6 years in
California (www.city-data.com). The average household size in Lawndale is 3.3 people whereas
the average in California is 2.89 people. The per capital income is $18,948 in Lawndale and
$29,188 in California. The median household income is $48,357 in Lawndale and $60,883 in
California. The percentage of residents living below the poverty level is 14.2% in Lawndale and
13.7% in California. There are 10,151 housing units of which 9,842 are family households.
Sixty-two percent of the population rent. Of persons age 25+, 16.1% of the population in
Lawndale have a Bachelor’s degree or higher compared to 30.1% in California. The
unemployment rate in Lawndale is 11.8%, which is comparable to the unemployment rate of
11.5% in California (www.census.gov).
State / Federal Program Mandates | In the last three years, Leuzinger High School has jumped
from a 1-1 to 2-4 school. Leuzinger entered its first year of Program Improvement (PI)
implementation during the 1999-2000 school year. In 2011-12, Leuzinger was in PI Year 5 and
CVUHSD was in PI Year 3. Under PI status, LHS is required to give parent notification of its PI
status, school choice, and supplemental services. In addition, LHS operates a Title 1 school-wide
program, which provides assistance to all students. As part of the Program Improvement status,
LHS has been involved in major restructuring efforts within the school and has seen significant
and positive changes.
Parent / Community Organizations | Parents are encouraged to get involved in the Leuzinger
High School community by attending school and athletic events, volunteering their time in the
library, chaperoning field trips, and sharing in the decision-making process. Parent representation
is an integral component of School Site Council (SSC), Parent Teacher Student Association
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(PTSA), English Learner Advisory Committee (ELAC), District English Learner Advisory
Committee (DELAC), and Western Association of Schools and Colleges (WASC). Each of these
groups is responsible for leading and evaluating the school’s progress to provide a safe and
effective learning environment. LHS also provides a broad range of activities and events to
support the learning process in and beyond the classroom environment. Throughout the school
year, the staff encourages parents to attend Back to School Night, Open House, Title 1 Parent
Meetings, ELAC and DELAC Meetings, Subject-Based Nights, Back on Track Nights, College
Nights, Student Performances, Family Counseling, Family Mediation, and Parent Education
Workshops.
Community Foundations Programs | Leuzinger High School has strong community partnerships
that provide students a multitude of opportunities and support services, including Club
Olympian, Hawthorne Teen Center, the Los Angeles Sheriff’s Department, Centinela Youth
Services (CYS), Starview, and South Bay Workforce Investment Board (SBWIB).
Leuzinger’s career academies receive support from a SBWIB grant that provides academy
students paid internship positions. In addition, Club Olympian is funded by a five-year grant
from SBWIB. It is an on-campus after school program that offers tutoring, enrichment activities,
physical fitness programs, and a social network. Additionally, the five-year grant pays teachers
for their time as after school tutors. The Hawthorne Teen Center is located at Hawthorne
Memorial Park and is also administered by the SBWIB. The center provides after school
tutoring, job information, career skills, a computer lab, and other activities. The Hawthorne Teen
Center serves as an extension of many school-based activities so students are able to continue
working and collaborating within internship, volunteer, and club groups beyond school hours.
Students also participate in the Explorer Program offered in conjunction with the Los Angeles
Sheriff's Department and the Cerritos Police Department to work as interns, learn about law
enforcement and the community, receive extensive training, and participate in community affairs
and non-hazardous law enforcement activities. Centinela Youth Services is a non-profit
community based organization that provides comprehensive integrated services that include
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youth and family counseling, mediation/conflict resolution, anger management/victim restitution
classes, case management, and after school programs to our students and their families. Starview
also provides counseling services to our students.
School / Business Relationships | Leuzinger High School has a variety of school / business
relationships, such as Northrup Grumman, Honda, Mattel, Republic Waste Management, Casa
Bella (real estate), El Camino College, California State University of Dominguez Hills, Cal
Lutheran, and UCLA. Northrup Grumman provides internships during the school year for
students interested in aerospace engineering. Honda also offers internships for students interested
in the automotive industry and engineering. Last year, Honda worked with the Students Against
Destructive Decisions (SADD) Club to host a conference about destructive teen decisions and
texting while driving. Republic Services works in affiliation with SBWIB, the student club,
ECOlympians, and the community organization G.R.E.E.N. to provide paid student internships.
Students from the Multimedia Careers Academy and Environmental Careers Academy created a
club surrounding this paid internship dedicated to environmental action on the Leuzinger
campus; these students were also hired by Republic Services to work with students from other
local schools in G.R.E.E.N. Each year, the Schools First Teachers Federal Credit Union offers
two scholarships. Other local businesses and organizations that consistently provide scholarships
to LHS students include Agnew Brusavich Law Corporation, The Durfee Foundation, Vivian
Clack Foundation, and Telacu.
A few business partnerships with MCA (Multimedia Careers Academy) include The Art
Institute, Los Angeles, Paramount Studios, Inferno Entertainment, Diamond Game Enterprises,
Lawndale Community Cable, Columbia College, and Larissa Underwood Photography.
Representatives from these businesses volunteer to serve on the MCA advisory board in which
they share expertise and help guide the fulfillment of the academy’s vision. Additionally,
companies such as Paramount Studios provide discounted tours and activities. Inferno
Entertainment provide sponsorship and guest judges for a film festival and all MCA-affiliated
businesses provide guest speakers within each specific pathway (digital arts, photography, and
video production).
ECA (Environmental Careers Academy) has worked closely with El Camino College to provide
guest speakers, field trips, and classes for credit. In 2011-12, ECA formed a relationship with
Republic Waste Management where students from this academy volunteered to attend meetings
to plan and promote recycling within the community and were paid a stipend for their hours by
the SBWIB, as an extension of real-world job training. In 2012-13, a relationship has been
formed with the Fortune 500 Company, Expenditors International (a Global Logistics company)
that has offered ten of our students the opportunity to interview for three internship positions
within their company, under the “Opportunity Knocks” program. The three students selected are
assigned a mentor and offered a job that pays $10.00 an hour and will be given full benefits upon
graduation, including medical, dental, a 401K plan, and 100% reimbursement for a college
degree in the area of students’ choice.
Leuzinger has close relationships with the AVID programs at the local middle schools. The
AVID coordinator takes seniors in the AVID program to talk to students in the local middle
schools. The middle school AVID teachers have also been involved in Leuzinger’s professional
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development. AVID has relationships with local college and university students who come every
Tuesday and Thursday to support our students in their academic classes. Most of the tutors are
math majors and students who desire to teach in the future.
PREP (Pilipino Recruitment and Enrichment Program) is a student organization at UCLA that
promotes higher education through mentoring and community engagement. PREP interacts with
Leuzinger students to create a safe atmosphere for students to share and reflect on what they
believe is important in their community. The Black Student Union (BSU) runs a program called
S.H.A.P.E. which offers tutoring, college literacy, personal counseling, and an annual trip to
UCLA, where Leuzinger students meet with students from other schools who also participate in
S.H.A.P.E.
Leuzinger athletics currently partners with Team to Win and West Coast Sports Medicine. Team
to Win sends a certified athletic trainer to supervise our athletes and assist in taping players and
offer expert opinions on injuries. They also provide medical doctors on Friday nights for football
home games to respond to any injuries that may occur during the game. Team to Win recognizes
a male and female student athlete eligible to earn a scholarship in the spring semester. West
Coast Sports Medicine provides our student athletes the opportunity to come in for injury
rehabilitation and physical therapy on Saturdays. They also offer an athletic trainer internship.
Five to six of our Leuzinger students participated last year and provided support to our teams by
taping up players and identifying small injuries.
WASC Accreditation History for School
The last three WASC visitations were in 2006, 2008, and 2009. Yvonne Rodriguez led the 2006
WASC visit resulting in a two-year accreditation. Derek Evans led the Limited Term Revisit in
2008 and extended our accreditation another year. LHS completed a Progress Report during the
2008-09 school year, with a visit by Krista Dornbush and her committee in March 2009. That
visit provided a three-year accreditation for Leuzinger High School.
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School Purpose and Expected School-Wide Learning Results
Leuzinger High School’s vision and purpose is closely aligned to the vision of CVUHSD.
Vision Statement of CVUHSD
The Centinela Valley Union High School District is committed to providing an educational
environment in which all students succeed. Students will be prepared to meet the challenges of
higher education and the future demands of a modern technological society.
Vision Statement of LEUZINGER HIGH SCHOOL
All Olympian graduates will be eligible to attend a four-year college or university. Our students
will leave Leuzinger High School with the knowledge, skills and experiences necessary to be
successful in any post-secondary education environment. They will have a strong sense of what
occupation they would like to pursue as a career and will have received guidance as to which
post-secondary institutions, training programs or industries will best fit their personal goals.
Leuzinger is focused on incrementally increasing academic performance. Four elements are
incorporated to achieve this goal: (1) Data driven decision making (2) High expectations and
opportunity to learn (3) Engaging classrooms and professional development and (4) Student
support and parent involvement. Daily instructional goals involve the use of standards and goalbased instruction, direct interactive instruction with a focus on questioning and engagement
strategies, and the use of technology aided instruction.
During the self-study process, LHS created a collaborative process within its focus groups that
allowed all teachers and administration to refocus and refine its Expected School-wide Learning
Results (ESLRS). The final outcome led to following three measurable ESLRS.
EXPECTED SCHOOL-WIDE LEARNING RESULTS
1. Possess the literacy skills necessary to understand information from a variety of sources,
express and justify an opinion and communicate effectively.
2. Possess the numeracy skills necessary to logically solve real world problems.
3. Be responsible citizens in the Leuzinger High School community.
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Status of School in Terms of Student Performance
Title 1 School | Leuzinger High School is a Title 1 school receiving school-wide assistance as of
the 2011-12 school year. The Title 1 services consist of: holding monthly Title 1 meetings,
providing Benchmark, CST and CAHSEE data to parents at Title 1 meetings, offering support
classes for struggling Algebra 1 and Geometry students, and providing after school English
enrichment tutoring, Math lab tutoring, free SAT prep courses and SAT and AP waivers. Title 1
meetings are held on the third Thursday of every month from 6pm to 7pm.
Adequate Yearly Progress (AYP) | Though Leuzinger High School did not meet all of the AYP
goals for the last three years, with a focus on data analysis and student achievement, LHS met
the API Growth for all three years and the Graduation Target for 2010-11 and 2011-12.
In 2009-10, Leuzinger met the AYP in the ELA English Learner Participation Rate (PR) and API
Growth Rate. There was vast improvement in 2010-11 where LHS fell just short of passing the
AYP by six out of the twenty-two criteria. In English, we reached our AYP goals for the first
time, as English proficiency rates met safe harbor provisions. In Math, the School-wide,
Hispanic and English Learner subgroups needed improvement in Participation Rate (Part Rate)
and Percentage Proficient (% Pro) in order to pass the AYP. In 2010-11, the API increased 33
points and 16 out of 22 of the AYP criteria were met. Of the 205 public, non-charter high schools
in Los Angeles County, only 16 had a higher API increase than Leuzinger. The African
American subgroup improved 72 points. Only four high schools in the entire state had greater
improvement with this subgroup.
The greatest improvement occurred in 2011-12 when the API increased 58 points and 17 out of
22 of the AYP criteria were met. With an API increase of 123 points since 2009, only one other
public non-charter high school in the state of California has had greater improvement than
Leuzinger High School. All subgroups made significant gains in API growth: the African
American subgroup increased by 28 points, the Hispanic subgroup by 72 points, the SED (SocioEconomically Disadvantaged) subgroup by 65 points, the EL (English Learner) subgroup by 70
points, and the SWD (Students with Disabilities) subgroup by a stunning 120 points. In 2011-12,
Leuzinger met the AYP in all criteria except in ELA % Proficient in all subgroups. In Math, we
reached our AYP goals for the first time, as math proficiency rates met safe harbor provisions.
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Outside Providers or External Evaluators | Corrective Action Plan or Joint Intervention
Agreement | State or Federal Imposed Deadlines | Leuzinger High School does not have any
outside providers or external evaluators currently under contract. When CVUHSD entered
Program Improvement Year 3, it resulted in a Corrective Action by the State Board of Education
and a 5-year (2009-2013) LEA Plan which includes the intervention plan that addresses the
district’s Program Improvement status. The district developed criteria by which to select a DAIT
provider, and after a process of interviews and reference checks, selected Los Angeles County
Office of Education to provide technical assistance. The DAIT recommended action included
four performance goals: (1) All students will reach high standards, at a minimum, attaining
proficiency or better in reading and mathematics, by 2013-2014 (2) All limited English proficient
students will become proficient in English and reach high academic standards, at a minimum
attaining proficiency or better in reading/language arts and mathematics (3) By 2005-06, all
students will be taught by highly qualified teachers and (4) All students will graduate from high
school. Also, per NCLB requirements, the staff and administration regularly evaluate
Leuzinger’s progress in meeting the academic standards and expected school-wide learning
results by assessing student achievement to improve Leuzinger’s school program and more
effectively allocate its resources to better serve the learning needs of all students.
Enrollment
Grade Level | According to DataQuest, the overall student enrollment in 2008-09 was 2,928
students. Since then, student enrollment has progressively declined. The overall student
enrollment in 2011-12 was 1,550 students. The decline in student enrollment can be attributed to
economic trends, the opening of charter schools in the area, the district’s policy of open
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enrollment into any of the high schools within the district, efforts to place students in the
appropriate alternative programs, and students attending schools outside the district.
Gender | The gender breakdown of the student population has not had any significant changes
the past few years, with slightly more males than females.
School Year
Male
Female
2008/09
1528 (52%)
1400 (48%)
2009/10
1358 (53%)
1199 (47%)
2010/11
1145 (52%)
1045 (48%)
2011/12
798 (51%)
752 (49%)
Ethnicity | Leuzinger High School’s ethnic population profile has generally remained
unchanged over the last three years. The ethnic population at LHS consists of 66% Hispanic,
23% Black, 5% Asian, 2% Pacific Islander, 1.4% Filipino, 1.3% White, 0.8% two or more races,
and 0.1% not reported. Ethnicity data is not available for 2009-10 due to a reporting error
between CVUHSD and CDE.
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Predominant Primary Languages Other Than English | Of the 309 students who speak a
language other than English at home, 87% speak Spanish, 5% speak Vietnamese, 2% speak
Pilipino/Tagolog, 2% speak Arabic, and 4% speak other non-English languages.
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Title 1 | Title 1 is a Federal program designed to support additional staffing and programs to
meet the needs of low-income, low-achieving, and other designated students with special needs
who are at risk of not meeting state and district standards and therefore at risk of not graduating.
The Title 1 enrollment has increased in the past 3 years, from 73.4% of students in 2008-09 to
87.3% in 2010-11. In 2011-12, Leuzinger started to receive school-wide assistance. The increase
in Title 1 enrollment is based on the increase in students participating in the free/reduced lunch
program.
Title I Enrollment (in percentage)
83.4
90
87.3
85
80
73.4
75
70
65
2008-2009
2009-2010
2010-2011
Special Needs and Other Programs | Leuzinger is committed to its special needs student body.
LHS students may enroll in the Advancement Via Individual Determination (AVID) program of
college preparation classes or in one of three academies: the Environmental Careers Academy
(ECA), the Multimedia Careers Academy (MCA), or the Advanced Academics Academy
(AAA).
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AVID | There has been increasing enrollment in AVID despite the decline in overall student
enrollment, with 262 students enrolled in 2011-12, 16.9% of the overall student enrollment.
Leuzinger offers two full AVID classes for each grade level. This increase in enrollment is due
to heavy recruitment by all AVID teachers and counselors. The AVID coordinator also visits
local middle schools to talk with teachers and students. AVID students are required to take at
least two AP or honors courses each school year between tenth and twelfth grade. Many start
taking these classes in 9th grade. With the support offered in AVID, many students have taken up
to six AP classes in one school year and have been successful in passing the AP exams. Seventy
percent of the AP Scholars in 2011-12 were AVID students.
Academies | The enrollment in MCA doubled in the last three years, from 133 students in 200910 to 266 students in 2011-12. The ECA enrollment significantly increased from 41 students in
2009-10 to 295 students in 2010-11, but dropped to 195 students in 2011-12. However, the
number of students participating in ECA has increased from 1.6% of the overall student
enrollment in 2009-10 to 12.6% in 2011-12. In the Fall of 2012, Leuzinger launched the
Advanced Academics Academy (AAA), a program offering high achieving Leuzinger students
the AP classes to qualify them to earn the prestigious AP International Diploma. This academy
will provide students with a solid academic foundation and prepare them to be highly qualified
for the universities of their choice.
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Special Education | Despite the decline in total enrollment, the percent of special education
students has increased over the last three years. In 2009-10, 8.8% of the student population
received special education services, whereas in 2011-12, 13% of the student population received
special education services, with 4.5% as SDC and 8.6% as RSP. Special education students are
mainstreamed into the general education classroom based upon their Individual Education Plan
(IEP) and provided instruction in the least restrictive environment. A team of special education
teachers and special education aides provide both full-day and full-period support for all core
subject areas. The resource specialist staff provides full period instruction as well as individual
support in the general education environment. Each student is provided instruction based upon
their IEP, which is reviewed and updated annually by Leuzinger’s IEP teams. The IEP ensures
that students with disabilities have equal access to the core curriculum and educational
opportunities and coordinates specially designed instruction based upon individual academic,
social, and/or behavioral needs. Triennials are held every three years for students receiving
special education services. Before each Triennial, a special education student is required to take
the Woodcock Johnson test, administered by the school psychologist, to monitor the student’s
performance level. At the conclusion of the Woodcock Johnson test, the school psychologist
provides the case carrier with a multi-disciplinary performance report that summarizes the
student’s performance level. In 2011-12, Leuzinger implemented co-teaching to provide support
to special education students in a general education setting.
Special Education Enrollment
SDC
RSP
SPED
Total
2009-10
89
(3.5%)
135
(5.3%)
224
(8.8%)
2010-11
86
(3.9%)
128
(5.8%)
214
(9.8%)
2011-12
70
(4.5%)
133
(8.6%)
203
(13%)
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GATE | In 2008-09, 20% of students were enrolled in the GATE program. Though there was a
significant drop in GATE enrollment in 2009-10 due to the overall decline in student enrollment,
the GATE enrollment in 2010-11 increased to 24% as a result of increased efforts to enroll
students in the AP Program. According to DataQuest, 50% of students were in the GATE
program in 2011-12 as determined by the number of students enrolled in honors or AP classes.
Leuzinger’s growing AP/Honors Program and new Advanced Academics Academy (AAA)
support the needs of GATE students.
GATE Enrollment
Year
2011-2012
2010-2011
2009-2010
2008-2009
GATE Enrollment
50%
24%
12%
20%
Honors Enrollment | There has been a significant increase in students enrolled in honors
courses in all subjects, from 223 students enrolled in at least one honors class in 2009-10 to 863
students in 2012-13. This attests to the fact that our students are choosing to challenge
themselves academically. This increase in honors enrollment promotes Leuzinger’s collegegoing culture and reflects our vision and belief that all students can achieve.
AP | Leuzinger has made great progress in AP course offerings and enrollment. The tremendous
increase is due to the administration’s vision of a college-going culture as well as the dedication
of the LHS faculty. Our students have accepted these challenging courses because they
understand the value they offer for college. There has been a significant jump in the number of
students enrolled in AP courses in the past three years. For example, only 17 students were
enrolled in AP English Literature in 2009-10, but 127 students were enrolled in 2011-12. A
similar increase in enrollment can be found across the board in all AP courses offered at
Leuzinger High School. The increase in enrollment of AP classes is due to the high expectations
of administration and faculty for students to do their best. There is also greater fidelity to the all
access vision of the AP program and to create opportunities to learn for all students.
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Language Proficiency Numbers for the following: (a) English Language Learners (EL) (b)
Fluent – English Proficient (FEP) (c) Re-designated FEP (R-FEP)
The language proficiency numbers regarding EL, FEP and R-FEP students are provided in the
chart below. EL students significantly decreased in enrollment from 708 students in 2007-08 to
305 students in 2011-12, with the most significant drop from 2009-10 to 2010-11. This decline is
mainly due to the district’s open enrollment policy that allowed a large number of our students to
transfer, mainly to Lawndale High School. Other reasons include competition from charter
schools and a general decline in enrollment across districts. The I-FEP and R-FEP enrollment
follow similar trends. In 2011-12, there were 274 students designated as I-FEP and 435 students
as R-FEP. These numbers may reflect the fact that, as noted before, the overall student
enrollment at LHS has decreased the last few years. In 2008-09, 22% of EL students were redesignated while in 2011-12, 28% of EL students were re-designated due to major efforts of the
ELD coordinator to reclassify EL students.
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Attendance
Leuzinger High School has a dean of students who monitors and assists in managing student
enrollment. The dean is responsible for the following areas of attendance: SART, SARB home
visits, Saturday school, student counseling, parent counseling, peer mediation, and discipline as
needed.
Mobility and transient rate | The percentage of students continuously enrolled from CBEDS to
testing date has generally remained the same in the past few years. Ninety percent of students
were continuously enrolled in 2008-09 and 2009-10. There was a slight increase to 92% in
mobility in 2010-11.
Mobility
Year
2011-2012
2010-2011
2009-2010
2008-2009
Mobility (% of Students Continuously
Enrolled from CBEDS to Testing Date)
96%
92%
90%
90%
Average Daily Rate of Attendance | Leuzinger High School has been working hard to increase
the average daily rate of attendance. In 2011-12, the dean of students started to focus specifically
on attendance issues. Through the use of technology upgrades, the attendance staff is able to
respond quickly and intervene on individual attendance issues of students. Safety officers use the
new PLASCO system, a portable wireless card reader and printer, to scan student ID cards and
print out tardy passes, and the school resource officer gives out truancy tickets. There is
immediate notification to parents when a student does not show up to first period and increased
communication between teacher and parent using the new phone system and Blackboard
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Connect. The attendance office also encourages students to attend Saturday School for full-day
attendance recovery. These major efforts proved to be successful in 2011-12, with the average
daily rate of attendance at 94.66%. Our attendance rates have increased in all grade levels the last
three years.
Truancy Rate | Though the truancy rate increased from 62.86% in 2008-09 to 77.35% in 200910, Leuzinger has successfully made efforts in various ways to decrease the truancy rate to
22.4% in 2011-12. Parents or guardians are immediately called via an automated dialing system
letting them know their child is not in school. The Attendance Office makes calls to parents or
guardians to verify absences. Students are assigned in-house consequences that can vary from
lunch detention, after school detention, and Saturday School. Parents also have access to realtime attendance data and history by logging into their own Parent Portal. Chronic truants are
visited at home, given citations and/or a Student Attendance Review Team (SART) contract. The
truant student is then monitored by the dean for attendance, tardiness, and grades. If the student
violates the SART contract, the dean holds a parent conference with the student and parent where
they cover what is on the contract. The student is then referred to the Student Attendance Review
Board (SARB). This meeting with the SARB is held at the Hawthorne Police Department, but
the district runs the meeting with the Child Welfare and Attendance coordinator from the district.
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Tardiness Rate | The tardiness rate at Leuzinger High School has decreased due to
implementation of new policies and technology. The staff monitors and addresses student
tardiness on a daily basis. Once the school day starts, access to the campus becomes possible
only through one entry point where security scans student ID cards using PLASCO. Students are
tracked by these scans in PowerSchool and by the Attendance Office, and given a paper receipt
that they bring to class. The consequences for the tardy are printed on the paper receipt, and
continued tardiness results in increased consequences, ranging from lunch and after school
detention to Saturday School. Students have six minutes between classes; if they are not in class
by the start of the next class, students must obtain a receipt from administration or a safety
officer in order to re-enter class. Students roaming the campus are rounded up in a “tardy sweep”
by safety officers.
Discipline referrals, suspension and expulsion rates and crime statistics
The LHS staff believes that a safe learning environment is an effective learning environment. At
the beginning of the school year, district policies, school rules, and academic expectations are
outlined in the student handbook. All students and parents are required to sign the Olympian
Code of Conduct to confirm understanding of school rules and behavior expectations. During
Freshman Orientation, the school staff reinforces behavior expectations and consequences for
poor behavior. School rules are displayed in the classroom and outlined in the course syllabus,
and an assistant principal visits all classrooms to reinforce school policies.
Progressive discipline begins in the classroom when students are disruptive or demonstrating
poor citizenship. The behavior improvement process involves the student, teacher, parent, and
administrators. Students who continue to have difficulty with their behavior are referred to an
assistant principal for further intervention measures, taking into consideration past behavior
trends. Misbehavior is not tolerated and is dealt with firmly, consistently, and fairly to the extent
necessary to ensure a safe and positive learning environment in the classroom and on campus.
Leuzinger High School has made significant progress in reducing the number of suspension and
expulsion rates as well as discipline referrals as related to disruption of school activities or
willful defiance. Leuzinger maintains a zero tolerance policy for physical injury to another
person and possession or sale of controlled substances, alcohol, or intoxicants. Upon return from
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a suspension, most students participate in conflict resolution meetings with a peer mediator,
dean, or administrator depending on the nature of the suspension. Use and sale of drugs result in
citations, suspensions, and counseling. Extreme cases may warrant expulsion.
As seen in the tables below, suspension and expulsion rates have steadily decreased in the past
four years. Many factors have contributed to this significant change such as improved and
consistent communication between teachers, administration, and safety officers and upgrades in
technology. A school resource officer, chief safety officer, and four permanent safety officers
work closely with the administrative team and teachers to address any student needs. Eliminating
the guidance room that used to house students kicked out of class with referrals emphasizes
Leuzinger’s high expectations of student behavior and academic learning. In addition, teachers
have been encouraged to be more proactive in dealing with behavior issues within the classroom.
For example, teachers now contact parents via the new phone system and write referrals that
directly leads the student to an assistant principal. Moreover, there has been an increase in
student morale and ownership of the school. The school resource officer from the Sheriff’s
Department is stationed on campus to support the school safety team and ensures that discipline
issues requiring involvement of law enforcement are dealt with on campus with necessary
citations issued immediately.
The most common causes for suspension are Ed Code 48900(a)(1), Ed Code 48900(c), and Ed
Code 48900(k). Ed Code 48900(a)(1) addresses any instance related to physical injury to another
person. The entire school community, administration, dean, certificated staff, safety team, and
classified staff have been working hard to communicate with each other and intervene as quickly
as possible in such an instance. This collective effort has resulted in an overall decline in
suspensions from 225 in 2008-09 to 102 in 2011-12. Ed Code 48900(c) addresses any instance
related to possession or sale of controlled substances, alcohol, or intoxication. The number of
suspensions for possession of drugs increased from 44 in 2008-09 to 86 in 2010-11 due to better
ways of monitoring students. In 2011-12, the number of suspensions decreased back to 44
suspensions showing progress made in addressing the use of drugs on campus. Ed Code
48900(k) addresses any instance related to disruption of school activities or willful defiance. The
number suspensions has generally declined the past few years as a result of the joint effort
between teachers, administrators, the safety team, and parents to more efficiently deal with issues
from the on-set.
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Counseling | LHS offers in-house counseling through Richstone and off-site counseling through
Starview. The school dean, counselors, and assistant principal over counseling refer students
struggling with a variety of issues, from substance abuse problems to depression, to Richstone
counselors. Richstone is based in Hawthorne, but counselors visit campus and students are called
out of class to receive free counseling. Leuzinger also has a DIS (Designated Instructional
Services) counselor and school psychologist.
Peer Mediation | The dean of students started a peer mediation student group in 2011-12. The
students were trained to mediate minor issues between other students. The training consists of
lunch meetings with the dean and two Saturday trainings where student respond to mock
mediation scenarios presented by the drama students. The dean of students refers troubled
students to the peer mediators and peer mediation is held during lunch time with the dean
present.
Socioeconomic Status
Free / Reduced Lunch Status | The majority of Leuzinger families rent apartments or homes,
and live in communities where this is the norm. In addition, most of our students come from
single-family households. The free/reduced lunch participation rate has steadily increased in the
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past few years, with ninety percent of students receiving free/reduced lunch in 2011-12. The
increase in free/reduced lunch participation is due to a concerted effort by the district to enroll all
eligible students into this program.
Parent Education Level | Parent education level has generally remained constant over the past
few years. According to the most recent survey in 2011-12, out of 86% of students who
responded to the survey, 34% of parents or guardians did not graduate from high school, 34%
graduated from high school, 22% attended but did not finish college, 9% graduated from college,
and 1% finished graduate school. If the “declined to state or unknown” responses are added to
the “not a high school graduate” and “high school graduate” responses, then there are roughly
82% of parents who have a high school education or less. This is consistent with the perception
that most of our students will be the first in their family to graduate from high school and/or
attend college.
Description of the Safety Conditions, Cleanliness and Adequacy of School Facilities
Safety Conditions | Leuzinger High School provides a safe and clean environment for learning
through proper facilities maintenance and campus supervision. The staff shares in the
supervision of students throughout the day. As students arrive on campus each morning, all
administrators, the dean of students, safety officers, and the school resource officer are stationed
at strategic locations to monitor student activities. In between each period of the day, teachers,
some administration, and safety officers are outside of classrooms observing students as they
proceed to their next class to ensure the safety and promptness of each student. During lunch, all
administrators, the dean of students, safety officers, custodians, and the school resource officer
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share supervision of students in meal areas and common gathering areas. When students are
dismissed at the end of the day, all administrators, the dean of students, safety officers, and the
school resource officer circulate throughout the campus and monitor exit areas to ensure students
leave campus in a safe and orderly manner. To maintain a safe and secure environment, during
operating school hours, all parents and visitors are required to check in at the security office
located in the main hall upon arrival to obtain and wear a visitor’s badge.
Comprehensive School Site Safety Plan | The Comprehensive School Site Safety Plan was
developed for Leuzinger High School in collaboration with local agencies and the district office
to fulfill the requirements of Senate Bill 187. Components of this plan include child abuse
reporting procedures, teacher notification of dangerous pupil procedures, disaster response
procedures, procedures for safe arrival and departure from school, sexual harassment policy, and
dress code policy. The school’s most current safety plan is reviewed, updated, and shared with
the staff annually. Each year, LHS conducts two earthquake drills and two fire drills. Each
classroom has an emergency bucket that consists of latex gloves, gauze pads, bandages, a
survival wrap, a combine pad, tissue, a glow stick, a safety vest, and emergency drinking water.
School Cleanliness | The plant manager, school custodial staff, and the district’s maintenance
department work together to ensure classrooms and campus grounds are well maintained and
kept safe and functioning for students, staff, and visitors. Maintenance and Operations (M&O)
employs an electronic, web-based work order system enabling school staff to communicate
unscheduled maintenance needs, urgent repairs, or special projects. Most of Leuzinger’s repairs
and maintenance projects are performed by the school custodians. Based upon the nature of the
situation, emergency situations are immediately resolved either by the school custodians or
district maintenance staff.
Four day custodians and three evening custodians are assigned to LHS for routine maintenance,
daily custodial duties, and special event preparations. The administrative team and plant manager
communicate daily regarding campus cleaning needs and safety concerns. The assistant
principals, lead day custodian, and a district maintenance representative meet to discuss campus
projects, set-ups, special assignments, general housekeeping, and project priorities.
The day custodians are responsible for setting up the cafeteria for meals and activities, keeping
restrooms clean and stocked, gymnasium cleaning, removing debris and emptying trash
receptacles, and addressing minor repairs and maintenance issues. Every morning before school
begins, the day custodians inspect facilities for safety hazards, graffiti, and other conditions that
require removal prior to students and staff entering school grounds. The day custodians check
restrooms every hour as a proactive approach in keeping facilities fully stocked, safe, and
sanitary. Evening custodians are responsible for the daily comprehensive cleaning of classrooms,
office areas, library, career center, locker rooms, gymnasium, restrooms, and other designated
areas.
School safety and cleanliness are the custodians’ highest priority and is strongly emphasized as a
component of their daily routines. Custodians receive training from department supervisors and
supply vendors regarding proper cleaning methods, use of chemicals, and use of equipment. The
district provides appropriate equipment and supplies to maintain a clean, healthy environment.
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Adequacy of School Facilities | On an annual basis, schools are required by the state to perform
a comprehensive inspection and report those findings to the school community. The most recent
inspection for Leuzinger High School took place on September 22, 2011. Leuzinger is in “Good”
repair status. The School Facility Good Repair Status table illustrated below identifies the staterequired inspection areas and discloses the operational status in each of those areas. All
necessary repairs were taken care of during the inspection and immediately following the visit.
In 2010-11, 100% of restrooms were fully operational and available to students at all times.
Staff
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Certificated Staff and Classified Staff | At the end of 2009-10, both voluntary and involuntary
transfers took place in accordance to PI status requirements. Twenty-five percent of the
certificated and classified staff was re-assigned at the three comprehensive high schools and one
continuation high school in CVUHSD. Due to the growth of Lawndale High School, several
Leuzinger teachers were transferred to accommodate the increase in enrollment.
As a result, the number of staff at Leuzinger has decreased in the past few years due to the
decline in student enrollment. In 2011-12, there were 70 teachers, 4 pupil services, 4
administrators, and 62 classified. There were 7 qualified personnel for counseling and other pupil
support services.
Teacher Qualifications | Of the certificated staff in 2011-12, 22.1% had a BA/BS, 22.1% had a
BA/BS + 30 units, 23.4% had a Master’s, 28.6% had a Master’s + 30, and 3.9% had a Doctorate.
Almost three-fifths of the certificated staff have advanced degrees of a Master’s or higher. There
are no teachers instructing outside credentialed areas. There are no teachers with emergency
permits. 100% of classes are NCLB compliant. In reference to the number of years in education
within the district, 25.3% of teachers at Leuzinger have 0-5 years and 40% have taught 6-10
years. In reference to the number of years in education, 17.6% of teachers at Leuzinger have
taught 0-5 years and 38.2% have taught 6-10 years. 100% of our teachers and paraprofessionals
have met the requirements of the ESEA. Teachers are cleared through CLAD, BCLAD, or SB
2042 to be NCLB compliant. The CLAD/BCLAD/SB 2042 and AB-1059 English Learner
Authorization are correlated to SDAIE teaching requirements and NCLB compliance through the
CCTC (California Commission on Teacher Credentialing).
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Certificated Staff Education Level
2011-2012
3.9%
22.1%
28.6%
22.1%
23.4%
Doctorate
Master's +30
Master's
BA/BS +30
BA/BS
Number of Years in Education
Years
0-5
6-10
11-15
16-20
21-25
26-30
30+
# of Years in Education within District
25.3%
40%
16%
5.3%
8%
2.7%
2.7%
# of years in Education
17.6%
38.2%
20.6%
4.4%
11.8%
2.9%
4.4%
Specialized training | At Leuzinger, 8 teachers participated in BTSA in 2009-10, 13 teachers in
2010-11, and 7 teachers in 2011-12.
Gender | The ratio of male to female certificated staff is about even, with 40 male and 37
female certificated staff in 2011-12. The ratio of male to female classified staff is 18 to 44 in
2011-12.
Ethnicity | In 2011-12, the ethnic breakdown for certificated staff was as follows: 41.7% White,
21.4% Hispanic or Latino, 13.1% Asian, 11.9% African American, 3.6% American Indian or
Alaska Native, 3.6% Filipino, and 0% Pacific Islander. In 2011-12, 50% of the classified staff
were Hispanic or Latino, 30.6% African American, 12.9% White, 3.2% American Indian or
Alaska Native, and 1.6% Pacific Islander.
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Certificated Staff
Year
# of Staff
Members
(Male/Female)
African
American
American
Indian or
Alaska
Native
Asian
Filipino
Hispanic
or
Latino
Pacific
Islander
White
20112012
77
(40/37)
11.9%
3.6%
13.1%
3.6%
21.4%
0%
41.7%
20102011
107
(53/54)
13.1%
0
13.1%
2.8%
21.5%
0%
43%
20092010
115
(53/62)
18.2%
0
8.7%
2.6%
20.9%
0%
44.3%
Classified Staff
Year
# of Staff
Members
(Male/Female)
African
American
American
Indian or
Alaska
Native
Asian
Filipino
Hispanic
or
Latino
Pacific
Islander
White
20112012
62
(18/44)
30.6%
3.2%
0
0%
50%
1.6%
12.9%
20102011
74
(32/42)
36.5%
0
0
0%
50%
2.7%
10.8%
20092010
66
(27/39)
39.4%
0
0
0%
77.2%
1.5%
12.1%
Attendance Rates of Teachers | The district has monetary incentives for teachers who miss 0-1
days, 2-3 days, and 4-5 days of school. The administration at LHS also provides quarterly
announcements, certificates, and small rewards for teachers who do not have any absences. As
shown in the table below, teachers were absent almost 2 days less in 2010-11 from 2009-10.
Average absences are also down in most of our departments. It is important to note that the
percentage of teachers who took more than 7 days off decreased substantially. In 2009-10, 50%
of teachers missed more than 7 days; this figure decreased to 41% in 2010-11 and 43% in 201112. The overall average number of teacher absences decreased from 9.4 days in 2009-10 to 7.0
days in 2011-12.
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Average # of Absences
All Teachers
English
Math
Science
History
ELD
World Languages
Art
PE
Special Education
2009-2010 2010-2011 2011-2012
9.4
7.7
7.0
7.5
7.2
8.8
6.5
4.5
3.6
7.1
12.7
9.07
13.5
8.9
11.83
9.7
4.5
4.3
12.7
4
6.0
15.5
5
4.9
15.1
15.5
9.8
7.5
9.7
7.5
Professional development programs/activities and numbers participating
Professional development is a focus for both the school and the district. CVUHSD meets for
district-wide professional development once a year. Throughout the year, Leuzinger High School
meets for school-wide professional development and faculty meetings, while each department
collaborates every other week to analyze data and share best practices. In addition, all core
teachers have been trained in Direct Interactive Instruction (DII). The English department was
also trained in DII specifically for English Learners. New teachers participate in the district’s
BTSA (Beginning Teacher Support and Assessment) program to clear their preliminary
credentials. They are assigned to a Support Provider (Mentor Teacher) for individualized support
and guidance through the credential process. Many teachers also take professional development
courses to earn continuing education units. There are four teachers currently enrolled in doctorate
programs. In 2010-11, seven Leuzinger teachers along with several other teachers from the
district attended a homework and grading conference in Portland. During the summer, AP
teachers participate in AP Summer Institutes throughout the greater Los Angeles authorized by
the College Board. Eleven of our thirteen AP teachers have participated in the AP Summer
Institutes. In addition, all AVID teachers have participated in the AVID Summer Institute.
Some of our Science teachers have been trained at the district in content writing and literacy and
at Kaplan University in instructional approaches, classroom management, assessment, and
leadership, while others participated in the California Science Teachers Association Conference
and Paleontology for Educators Training. A few Foreign Language teachers attended the Los
Angeles Foreign Language Project Conference. Some teachers participated in CTAP (California
Technology Assistance Project) Academy and ITO (Instructional Technology Outreach)
workshops taught by LACOE (Los Angeles County Office of Education) trainers in the areas of
Levels I and II Technology Integration Hybrid Model Workshop. There were also meetings
supported by the district to help teachers apply for additional school-wide programs in relation to
Title 1 and Title 5 monetary support for students.
In 2011-12, the English Department and ELD Coordinator began a one-year training program on
supporting Long Term English Learners. This ELPD (English Learner Professional
Development) will continue for the remainder of the current school year. ELD teachers have
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received training in the implementation of the Edge curriculum, System 44, and Read 180. New
administrators are required to clear their administrative credential through LACOE’s AB430
administrative training program. The cost of this program is subsidized by the district office.
Content of staff development and numbers participating
District Professional Development | All curriculum and instructional improvement activities at
CVUHSD are aligned to the California State Content Standards and Framework. Staff
development is selected and identified based upon student assessment results, state content
standards, and in-class observations. During the 2010-11 school year, the district offered a
professional development day for teaching staff to address 1) Focused Learning Targets 2)
Higher Order Questioning 3) Engaging Instruction/Active Learning and 4) Grading and
Assessment Reform by Tom Schimmer. During the 2011-12 school year, the district offered a
professional development day to address 1) Lessons Learned from the Portland Grading
Conference 2) Lesson Design 3) Socratic Seminars 4) Use of the Promethean Responders 5)
Proactive Classroom Management 6) AVID Strategies for Non-AVID Teachers 7) Basic Spanish
for Educators 8) Introduction to the Common Core Standards and 9) ALEKS Computer Based
Learning. Throughout the year, CVUHSD provides training and support for identified
concentrations and district-wide implementation of new and ongoing programs, such as the
Academy Retreat, New Teacher Summer Institute, Prentice Hall Literature 2010, Academy
Leadership Retreat Days, Scholastic System 44 Training, Pearson Assessment Training Institute,
and Sound Grading Practices Conference.
School-Wide Professional Development | During the 2010-11 school year, topics of school-wide
professional development included Academy Retreats, Administrators’ Retreat, Direct
Interactive Instruction, e2020, Sound Grading Practices Conference held at the Pearson
Assessment Training Institute, Curriculum Training with Prentice Hall Literature, Promethean
Training, Read 180 for English Language Arts, and Spring Academy Leadership Retreat. Other
topics of school-wide professional development sessions included training on the Eno Board,
Classroom Responders, Data Director, Classroom Management, New Engagement Methods,
ELD, System 44, SPED, Writing Across the Curriculum, AVID Strategies for the Classroom,
and the ELA Writing Process Workshop. All supplemental staff development activities at
Leuzinger High School focused on increasing student learning and proficiency. The principal,
with the support of the leadership, identifies teacher training needs based upon WASC action
plans, school goals, and analysis of student performance data.
Learning Walks | All teachers participate in a “Learning Walk” with administrators at least
twice a year. These Learning Walks focus on visiting classrooms during instructional time.
Small groups of four to five teachers each led by an administrator spend 5-10 minutes per class
in all departments to observe instructional practices and student participation. The observation
template that teachers use is a tool that outlines the key elements of Direct Interactive Instruction
(DII), which include 1) Standards and lesson objectives 2) Lesson structure and sequence 3)
Student engagement, feedback, and correctives and 4) Proactive classroom management (refer to
Appendix for DII observation template). The goal is to deliver engaging, interactive, and
rigorous instruction to every student in every period every day. The Learning Walk is a first step
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in opening up dialogue about the elements of good instruction, what student engagement and
rigorous instruction look like, and how we support our students when they are not successful.
The purpose is to determine whether or not there is evidence of sound teaching practice and
learning taking place in our classrooms consistently. It also gives our teachers an opportunity to
learn from one another. These peer observations increase awareness of how other teachers and
departments engage students and utilize research-based strategies as well as encourage greater
collaboration and teacher-to-teacher discussions. The feedback provided to the school
community is meant to help grow teachers as professionals and improve their practice.
Teacher Collaboration | Teachers also collaborate twice a month by department on 1) data
analysis 2) teaching strategies 3) classroom management 4) grading practices 5) standardized test
preparation and 6) aligning the curriculum to state standards. Teachers also meet by grade level
and in department teams beyond the school day to collaborate on specific program area needs.
New Teachers | New teachers and teachers not yet fully credentialed are supported by peer
coaching and extensive staff development. CVUHSD offers the BTSA Induction Program for
new teachers with a preliminary credential to provide comprehensive support and training. The
New Teacher Summer Institute is a three-day program for teachers who are new to the district.
Training sessions focus on foundational items such as BTSA, effective English Language
Learner strategies, an overview of the district’s Special Education program, equity and diversity,
technology in the classroom, and classroom management. At LHS, new teachers are also
encouraged to participate in monthly New Teacher workshops.
Staff members are encouraged to attend professional workshops offered by the district,
professional organizations, or LACOE. Long-term substitute teachers are invited to attend an
annual orientation to better serve the students of the district. Instructional aides are invited to a
district-sponsored staff development day to gain insight and understanding of the current
curriculum. Classified support staff may receive job-related training from site leadership and
district representatives.
Student participation in co-curricular activities and extra-curricular activities
Students are provided a variety of avenues to explore their personal interests and talents while
developing their academic and physical fitness outside the classroom environment. Leuzinger
High School sponsors many clubs, leadership training opportunities, college prep courses, and
interscholastic athletic programs. In 2011-12, there were 22 ASB approved clubs, with anywhere
from 10-35 students participating in each club. Students may also attend Club Olympian after
school to participate in enrichment activities or receive tutoring. In 2011-12, the average daily
attendance in Club Olympian was 90-125 students and 1200 students attended Club Olympian at
least once.
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Leuzinger students highlight different cultures through Filipino Culture Night, Polynesian
Culture Night, the Cinco de Mayo Show, and Black History Month. In addition, Leuzinger hosts
various award nights throughout the school year, including STAR Awards for CST proficiency,
Top 100 Assembly for high GPA students, Senior Awards Night, CELDT Awards Night, and
weekly attendance prizes. Many students attend Math Lab and English Enrichment tutoring
sessions held by different teachers throughout the week (refer to Appendix for Math Lab and
English Enrichment schedules). Individual teachers from all departments also tutor on their own
before school, during lunch, and after school.
District Policies / School Financial Support
Expenditures Per Pupil | In 2009-10, CVUHSD spent an average of $9,366 of total general
funds to educate each student (based on 2009-10 audited financial statements). The table below
1) compares the school’s per pupil expenditures from unrestricted (basic) and restricted
(supplemental) sources with other schools in the district and throughout the state and 2)
compares the average teacher salary at the school site with average teacher salaries at the district
and state levels.
Monies from Other Funding Sources | Other funding resources include Title 1, Title 1 (Parent
Involvement), Title 3, EIA/LEP, EIA/SCE, and Perkins. The detailed budget pages are included
at the end of the Single Plan for Student Achievement (refer to Appendix for Budget Pages from
SPSA).
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STUDENT PERFORMANCE DATA
Academic Performance Index (API)
API Performance | Leuzinger High School has made significant improvements in its API, from
576 in 2009 to 700 in 2012. With an API increase of 123 points since 2009, only one other
Leuzinger High School. In the past three years, the API of every subgroup steadily increased
except for Students with Disabilities (SWD), with significant jumps in all subgroups from 2011
to 2012. Though there was a significant decrease of 93 points from 2009 to 2010, the SWD
subgroup made a 43-point gain from 2010 to 2011 and a 120-point gain from 2011 to 2012. The
Hispanic subgroup had the greatest improvement, with an increase of 129 points from 2009 to
2012. The API of the African American subgroup increased 115 points from 2009 to 2012, the
Socio Economically Disadvantaged (SED) subgroup increased 121 points, and the English
Learners (EL) subgroup increased 115 points.
Though Leuzinger failed to meet its school-wide API growth target of +12 in 2009 with only a 6point gain, it met its school-wide API growth target of +11 in 2010 with a 34-point gain and a
growth target of +10 in 2011 with a 33-point gain. In 2012, Leuzinger’s API increased by 58
points. In 2009, Leuzinger failed to meet its API growth target in every subgroup except the
African American and SWD subgroups. In 2010, significant improvements were made, and the
only subgroup that failed to meet its API growth target was the SWD subgroup. With continued
efforts to improve CST scores, Leuzinger met its growth target in all subgroups in 2011 and
2012. In 2011, the African American subgroup achieved an API growth of 72 points with a +11
growth target. The Hispanic subgroup growth was 15 points with a +9 growth target, the SED
subgroup growth was 24 points with a +10 growth target, the EL subgroup growth was 28 points
with a +11 growth target, and the SWD subgroup growth was 43 points with a +22 growth target.
In 2012, the African American subgroup achieved an API growth of 28 points with a +8 growth
target, the Hispanic subgroup increased by 72 points with a +9 growth target, the SED subgroup
by 65 points with a +8 growth target, the EL subgroup by 70 points with a +9 growth target, and
the SWD subgroup by 120 points. Though Leuzinger has not yet met the API target of No Child
Left Behind (NCLB), the API growth of the past few years have mirrored the general increasing
linear trend as set by NCLB.
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School Ranking and Similar School Rankings | The improvement in school ranking and similar
school rankings of Leuzinger High School is directly linked to the increase in API scores. LHS
was a 1-2 school in 2009, a 1-3 school in 2010, and a 2-4 school in 2011. Although this is an
improvement and a milestone for the school, LHS is working hard to improve its school ranking
and similar school ranking each year.
California Standards Test (CSTs)
Proficiency Levels | Leuzinger High School has made consistent progress in % Proficient/
Advanced in ELA, 10th grade Life Science, and History from 2009 to 2012. All subject areas
made great gains from 2011 to 2012. From 2009 to 2010, there was a decrease in % Proficient/
Advanced in Math, but since then, an increase each year with 23% scoring % Proficient/
Advanced in 2012. The opposite trend happened in EOC Science, where there was an increase in
% Proficient/Advanced from 2009 to 2010, a slight decrease the next year with an 11.7%
increase from 2011 to 2012. ELA also increased by 11.7%, Math by 3.9%, 10th Grade Life
Science by 13.9%, and History by 4% from 2011 to 2012.
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ELA | In the last four years, the Far Below Basic and Below Basic percentages of CST ELA
scores have decreased and the Basic, Proficient, and Advanced percentages have increased in all
grade levels.
In 9th Grade English, performance over
the years showed an increase in %
Proficient/Advanced from 21% in 2009
to 35% 2012. The % Basic generally
remained the same the past few years,
with a slight increase to 35% in 2012.
The number of students at the Far Below
Basic and Below Basic levels has
steadily declined the past few years, from
45% in 2009 to 30% in 2012. 2012
showed the most number of students in
the upper and middle bands and the least
number of students in the lower bands
compared to the prior years.
the years showed a steady increase in %
Proficient/Advanced from 16% in 2009
to 33% in 2012. The number of students
at the Basic level increased by 11% from
2009 to 2012. The % Far Below
Basic/Below Basic dropped significantly,
from 52% in 2009 to 24% in 2012. 2012
showed the most number of students in
the upper and middle bands and the least
number of students in the lower bands.
the years also showed a steady increase
in % Proficient/Advanced from 18% in
2009 to 37% in 2012. The number of
students at the Basic level increased by
8% from 2009 to 2012. The % Far Below
Basic/Below Basic significantly
decreased by 27% from 2009 to 2012.
Again, 2012 showed the most number of
students in the upper and middle bands
and the least number of students in the
lower bands.
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Math | In the last four years, the Far Below Basic and Below Basic percentages of CST Math
have generally remained the same, with the exception of Algebra 1 where there was a 10%
increase in % Far Below Basic/Below Basic from 2009 to 2012. The Basic percentages have also
generally remained the same in the past few years except for an 8% decrease in Algebra 1 and an
11% increase in Summative HS Math from 2009 to 2012. The Proficient and Advanced
percentages have slightly decreased except for Summative HS Math, where there was a 9%
decrease. However, Summative HS Math overall has the most number of students in the upper
and middle bands and the least number of students in the lower bands.
In Algebra 1, performance over the years
showed a decrease in % Proficient/
Advanced from 12% in 2009 to 7% in
2010, but a slight increase to 11% in 2012.
The number of students at the Basic level
decreased by 8% and the number of
students at the Far Below Basic and Below
Basic levels increased by 10% from 2009
to 2012. 2012 showed the least number of
students in the middle band and the most
In Geometry, performance over the years
showed an overall slight decrease in %
Proficient/Advanced from 11% in 2009 to
9% in 2012. From 2009 to 2012, the
number of students at the Basic level
increased by 2% and the number of
Basic bands increased by 11% from 2009
to 2010, but dropped back to 68% in 2012.
2012 showed the most number of students
in the middle band.
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In Algebra 2, performance over the years
showed a decrease in % Proficient/
2012. The number of students at the Basic
level dropped 7% in 2010, but then
bounced back 8% in 2012. The number of
Basic bands increased by 4% from 2009 to
2012. 2012 showed the least number of
students in the upper bands and the most
number of students in the middle band.
In Summative HS Math, performance over
the years showed a decrease in %
18% in 2012. The number of students at
the Basic level increased by 11% and the
% Far Below Basic/Below Basic
decreased by 1% from 2009 to 2012. 2012
showed the least number of students in
both the upper bands and the most number
of students in the middle band.
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Science | In the last four years, the CST Science scores have made tremendous progress in the
10th Grade Life Science and EOC Biology courses, with a significant increase in Basic,
Proficient, and Advanced percentages and a decrease in Far Below Basic and Below Basic
percentages. EOC Earth Science and EOC Chemistry are improving with a slight increase in the
upper and middle bands and a decrease in the lower bands. EOC Physics has made inconsistent
progress in its CST scores, with a decrease then increase in the middle band and an increase then
decrease in the lower bands.
In 10th Grade Life Science, performance
over the years showed a significant
increase in % Proficient/Advanced from
12% in 2009 to 31% in 2012. The number
of students at the Basic level significantly
increased by 16%, while the % Far Below
Basic/Below Basic significantly decreased
by 35% from 2009 to 2012. 2012 showed
the most number of students in the upper
and middle bands and the least number of
students in the lower bands compared to
the prior years.
In EOC Earth Science, performance over
the years showed an increase in %
the Basic level also showed a similar trend
of increase by 15% from 2009 to 2012.
The number of students at the Far Below
Basic and Below Basic levels significantly
dropped 31% from 2009 to 2012. 2012
showed the most number of students in the
upper and middle bands and the least
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In EOC Biology, performance over the
years showed a steady increase in %
% Far Below Basic/Below Basic
significantly dropped 38% from 2009 to
2012. 2012 showed the most number of
students in upper and middle bands and
the least number of students in the lower
bands compared to prior years.
In EOC Chemistry, performance over the
years showed an overall increase in %
Proficient/ Advanced from 7% in 2009 to
19% in 2012. The % Basic increased by
5% from 2009 to 2012. The number of
students in the Far Below Basic and
Below Basic bands dropped 16% from
2009 to 2012. 2012 showed the most
number of students in the upper bands and
the least number of students in lower
bands.
In EOC Physics, there were not enough
students tested in 2010. By comparing the
2009, 2011, and 2012 results, performance
over the years showed a slight decline in
% Proficient/Advanced from 9% in 2009
to 6% in 2012. The number of students at
the Basic level severely dropped 34%
from 2009 to 2011, but increased by 40%
in 2012. The number of students in the
lower bands increased by 35% in 2011,
but dropped 37% in 2012. The
inconsistent data is due to the low number
of students enrolled in Physics. 2012
middle band and the least number of
students in the upper and lower bands.
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History | In the last four years, the Far Below Basic and Below Basic percentages of CST
History scores have decreased and the Basic, Proficient, and Advanced percentages have
increased in both History courses.
In World History, performance over the
years showed a significant increase in %
number of students at the Far Below Basic
and Below Basic bands significantly
dropped 41% from 2009 to 2012. 2012
upper and middle bands and the least
In US History, performance over the years
showed similar trends as World History,
with a significant increase in % Proficient/
2012. The number of students at the Basic
level generally stayed the same, with a
slight increase of 3% from 2009 to 2012.
The % Far Below Basic/Below Basic
dropped 26% from 2009 to 2012. Again,
2012 showed the most number of students
in the upper and middle bands and the least
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Significant Sub-populations Proficient +Advanced |
In ELA, all subgroups increased in % Proficient/Advanced on the CST. The African American
subgroup had 32% Proficient/Advanced in 2012 with a 6% gain from 2011, the Hispanic
subgroup had 36% Proficient/Advanced with an 11% gain, the EL subgroup had 18% Proficient/
Advanced with a 10% gain, and the SWD subgroup had 12% Proficient/Advanced with a 2%
gain. The SED subgroup had 26% Proficient/Advanced with no gain from 2010 to 2011. There is
no data for the SED subgroup in 2012 due to a reporting error. Overall, there is a gap between
the performance of the EL and SWD subgroups and the African American, Hispanic, and SED
subgroups.
In Math, all subgroups made similar trends in % Proficient/Advanced, with a decrease from 2009
to 2010, then an increase from 2010 to 2012, with significant jumps for the Hispanic and EL
subgroups from 2011 to 2012. The African American subgroup had 11% Proficient/Advanced in
2012 with a 5% gain from 2011, the Hispanic subgroup had 23% Proficient/Advanced with a
14% gain, the EL subgroup had 29% Proficient/Advanced with a 21% gain, and the SWD
subgroup had 14% Proficient/Advanced with a 4% gain. The SED subgroup had 10% Proficient/
Advanced with a 2% gain from 2010 to 2011. There is no data for the SED subgroup in 2012 due
to a reporting error.
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In 10th Grade Life Science, all subgroups increased in % Proficient/Advanced on the CST. The
African American subgroup had 24% Proficient/Advanced in 2012 with a 6% gain from 2011,
the Hispanic subgroup had 34% Proficient/Advanced with a 14% gain, the EL subgroup had
14% Proficient/Advanced with an 11% gain, and the SWD had 5% Proficient/Advanced with a
2% gain. The SED subgroup had 19% Proficient/Advanced with a 4% gain from 2010 to 2011.
There is no data for the SED subgroup in 2012 due to a reporting error. There is a gap between
the performance of the EL and SWD subgroups and the African American, Hispanic, and SED
subgroups.
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In EOC Science, African American, Hispanic, and EL subgroups showed an overall increase in
% Proficient/Advanced from 2009 to 2012. However, there is no data for 2011 as well as for the
SED and SWD subgroups due to a reporting error. The African American subgroup had 18%
Proficient/Advanced in 2012 with a 7% gain from 2010, the Hispanic subgroup had 19%
Proficient/Advanced with a 5% gain, and the EL subgroup had 12% Proficient/Advanced with a
6% gain from 2010. There is a gap between the performance of the EL and SWD subgroups and
the African American and Hispanic subgroups.
In History, the African American, EL, and SWD subgroups made gains in % Proficient/
Advanced, while the Hispanic subgroup slightly dropped. The African American subgroup had
25% Proficient/Advanced in 2012 with a 3% gain from 2011, the Hispanic subgroup had 23%
Proficient/Advanced with a 1% drop, the EL subgroup had 10% Proficient/Advanced with a 3%
gain, and the SWD subgroup had 7% Proficient/Advanced with a 1% gain. The SED subgroup
had 25% Proficient/Advanced with a 6% gain from 2010 to 2011. There is no data for the SED
subgroup in 2012 due to a reporting error. Again, similar to ELA and Science, there is a gap
between the performance of the EL and SWD subgroups and the African American, Hispanic,
and SED subgroups.
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% of 9th grade students as intensive or strategic students | The % of 9th grade students
designated as intensive or strategic was 32% for Math and 26% for ELA in the 2011-12 school
year. Students who score FBB are classified as “intensive” while students who score BB as
“strategic” (see Appendix for the Incoming 9th Grade Placement Guidelines for the 2012-13
School Year).
Compare to state scores | A key element of this Self-Study is to understand how Leuzinger’s
CST proficiency levels compare to that of the district, county and state. When comparing the %
Proficient/Advanced in the areas of ELA, Algebra 2, Biology, and Life Science, all Leuzinger
subgroups had a lower % Proficient/Advanced than that of the district, county, and state.
However, in the areas of Algebra 1, Geometry, and Chemistry, all Leuzinger subgroups had a
higher % Proficient/Advanced than that of the district, but lower % Proficient/Advanced than
that of the county and state. In the areas of World History and US History, Leuzinger’s African
American subgroup had a higher % Proficient/Advanced than that of the district, county, and
state. However, in World History, the Hispanic subgroup had a lower % Proficient/Advanced
than that of the district, county and state. In US History, the Hispanic subgroup had a higher %
Proficient/Advanced than that of the district, but a lower % Proficient/Advanced than that of the
county and state.
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Significant Sub-populations Far Below Basic + Below Basic + Basic |
In the past four years, there has been a steady decline in number of students who scored Basic,
Below Basic, and Far Below Basic in all subjects (ELA, Math, EOC Science, 10th Grade Life
Science, and History).
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In the last four years, there has been an overall decline in number of students in all subgroups
who scored Basic, Below Basic, and Far Below Basic in all subjects (ELA, Math, EOC Science,
10th Grade Life Science, and History) as shown in the graphs below.
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California High School Exit Exam (CAHSEE)
Tenth Grade Initial Testing and Significant Sub-Population Scores | The CAHSEE pass rate for
10th grade students at Leuzinger High School has been steadily increasing the past three years.
Overall, 56% of 10th grade students passed the CAHSEE in 2010, 61% in 2011, and 66% in
2012. The linear increase in 10th grade CAHSEE pass rates is a tremendous success that can be
attributed to the hard work of all students and faculty.
CAHSEE ELA | In English, 58% of 10th grade students passed in 2010, 68% in 2011, and 73%
in 2012. This success can be attributed to concerted efforts made by the English department to
incorporate CAHSEE style questions and prompts in daily lessons. English teachers also used
warm-up time in class to review several test taking strategies that familiarized students with
CAHSEE questions and made the CAHSEE less intimidating. Incoming 9th grade students took
a Pre-CAHSEE assessment so that teachers and students were able to identify strengths and
weaknesses. In addition, several English teachers were assigned to facilitate CAHSEE boot camp
in which students were selected based on data that illustrated severe weaknesses in one or more
of the California State Standards for ELA. Students were taken out of their English classes for a
month leading up to the CAHSEE and given explicit instruction to address their weaknesses.
Moreover, students identified as Far Below Basic and Below Basic on the previous year’s
combined Benchmark Exams and CST results were placed in ELA Success, an English support
class created to supplement their regular English classes. In the ELA Success class, students
were also given explicit instruction in all of the standards that they struggled with.
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CAHSEE ELA by Subgroup | The Hispanic population made a 14% gain from 2010 to 2012 and
the EL subgroup made a 5% gain. The CAHSEE ELA pass rates for the African American
subgroup increased 19% from 2010 to 2011, and then decreased 8% from 2011 to 2012.
Similarly, the SED subgroup increased 13% from 2010 to 2011, and then decreased 11% from
2011 to 2012. The SWD subgroup increased 1% from 2010 to 2011, and then decreased 5%.
CAHSEE ELA by Strand | The average % correct within each ELA strand has steadily increased
the last three years. As of 2012, all strands, except for Writing Strategies, had an average %
correct of at least 70%. Writing Strategies is the weakest, followed by Reading Comprehension,
Written Conventions, Word Analysis, then Literary Response and Analysis. From 2011 to 2012,
10th grade students gained 6% in Word Analysis and 4% in Literary Response and Analysis. The
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average Essay score has remained consistent with a .1 gain from 2.2 in 2012. To address the
weaker strands of Writing Strategies, Reading Comprehension, Written Convention, and the
Essay, a teacher-designed, textbook-based common assessment is administered at the end of each
five-week mark in all English classes. According to the district-mandated English Curriculum
Guide, teachers hold students accountable for mastering the four essay types by assigning four
formal essay assignments (Expository, Narrative, Argumentative, and Persuasive) per semester
as well. The English Department also administers four timed writings per semester in preparation
for the Essay session of the CAHSEE.
In addition, students enrolled in the Read 180 program have their writing skills assessed through
the rBook Writing Assignments, Read 180 Topic software, and the rSkills Tests, which all assess
student understanding of writing skills addressed during whole and small group instruction.
The English department administers a reading diagnostic test to gauge reading levels as part of
the Read 180 program. Students who have been placed in Read 180 take the Scholastic Reading
Inventory exam which determines reading levels and places students in the appropriate levels in
the program. Students in the Read 180 program also use the Read 180 Topic software which
assesses student performance and fluency in reading, vocabulary, and spelling, and identifies
strengths and weaknesses to support grouping for differentiated instruction.
CAHSEE Math | In Math, 71% of 10th grade students passed in 2010, 69% in 2011, and 77% in
2012. From 2011 to 2012, the 10th grade students made greater improvement in CAHSEE Math
than in CAHSEE ELA, though the average % correct is still slightly higher in English. This
success can be attributed to major efforts made in the 10th Geometry classes to prepare students
for the CAHSEE using released test questions. In addition, students identified as Far Below
Basic and Below Basic on the Algebra 1 CST were placed in “Math Success”. The main
curriculum used in Math Success is an online-based learning program called ALEKS
(Assessment and Learning in Knowledge Spaces) aligned with state-adopted textbooks such as
Prentice Hall. One of the components of ALEKS involves a math preparatory course for the
CAHSEE where students learn and/or review fundamental concepts that are aligned to 6th and 7th
grade math standards and tested on the CAHSEE. During first semester, Math Success students,
who were concurrently enrolled in a regular Geometry class, reviewed Algebra 1 and Geometry
concepts using the ALEKS online program. During second semester, the same students in the
Math Success course switched to the CAHSEE prep course in ALEKS. Moreover, during
department collaborations, math teachers analyzed CAHSEE data to determine student strengths
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and weaknesses in specific CAHSEE Math strands and collaborated on how to best address the
weaker strands.
CAHSEE Math by Subgroup | The CAHSEE Math pass rates for the African American
subgroup increased 10% from 2010 to 2011, and then decreased 6% from 2011 to 2012. Other
subgroups had an opposite trend of decrease, then increase. The Hispanic subgroup decreased
8% from 2010 to 2011, and then increased 13% from 2011 to 2012, the EL subgroup decreased
14% and then increased 9%, and the SED subgroup decreased 2% and then increased 2%. The
SWD subgroup increased 19% from 2010 to 2012.
CAHSEE Math by Strand | The average % correct had similar trends across all Math strands,
with a slight decrease from 2010 to 2011, then an increase from 2011 to 2012. As of 2012, all
strands had an average % correct of at least 60%. Algebra 1 is the weakest, followed by
Measurement and Geometry, Number Sense, Probability and Statistics, then Algebra and
Functions. From 2011 to 2012, 10th grade students gained 4% in Probability and Statistics, 6% in
Algebra and Functions, 9% in Measurement and Geometry, and 6% in Algebra 1. Number Sense
slightly decreased by 2% from 2011 to 2012.
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% Proficient (percent meeting the AYP target of 380 mean scale score) in ELA | Even though
the School-wide % Proficient in ELA has increased the past few years, from 23% in 2010 to 38%
in 2011, with a slight decrease to 37% in 2012, the 10th grade students did not meet the NCLB
target proficiency rates for ELA of 55.6% in 2010, 66.7% in 2011, and 77.8% in 2012. The
Hispanic subgroup showed a similar trend to the school-wide data. However, the African
American and SED subgroups showed a sharp increase from 2010 to 2011, then decrease from
2011 to 2012 in proficiency rates. The EL subgroup increased by 7% in proficiency rate from
2010 to 2011, but slightly decreased by 2% in 2012. The SWD subgroup increased by 5% from
2010 to 2012. Though there has been an increase in % Proficient for the EL And SWD
subgroups, the proficiency rates for these subgroups are at most 10% and significantly lower
than the other subgroups.
% Proficient in Math | Even though the School-wide % Proficient in Math has increased the
past few years, from 30% in 2010 and 32% in 2011 to 41% in 2012, the 10th grade students did
not meet the NCLB target proficiency rates for Math of 54.8% in 2010, 66.1% in 2011, and
77.4% in 2012. The African American and SWD subgroups showed similar trends of increase of
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11% Proficient from 2010 to 2012. However, the overall % Proficient for the SWD subgroup is
low. The Hispanic subgroup decreased by 8% from 2010 to 2012, while the EL subgroup
showed no overall growth. The SED subgroup increased 6% from 2010 to 2011 and decreased
4% from 2011 to 2012. Similar to CAHSEE ELA, though there has been an increase in %
Proficient for the EL and SWD subgroups, the proficiency rates for these subgroups are at most
19% and lower than the other subgroups.
CAHSEE ELA Pass vs. Proficient | The trends between Pass vs. Proficient showed the SWD
subgroup had the smallest gap for the last years. However, the SWD subgroup has the lowest
percentage rates for pass and proficient. The African American and Hispanic subgroups had the
largest gap for 2010, the African American subgroup for 2011, and the Hispanic subgroup for
2012.
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CAHSEE Math Pass vs. Proficient | Similarly, the trends between Pass vs. Proficient showed
the SWD subgroup had the smallest gap for the last three years. However, the SWD subgroup
has the lowest percentage rates for pass and proficient. The EL subgroup had the largest gap for
2010, the African American subgroup for 2011, and the Hispanic subgroup for 2012.
Eleventh and Twelfth Grade Disaggregated by Significant Subpopulations | There were no
significant changes in the CAHSEE pass rate for eleventh and twelfth graders from 2010 to
2012. Around 70% of the eleventh and twelfth grade students passed the English and Math
sections each year. The eleventh and twelfth grade CAHSEE data reflects the average pass rate
of all CAHSEE tests administered in one academic year.
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Disaggregated by Significant Subpopulations for 11th and 12th Grade | In 2009-10, out of the
45% of eleventh and twelfth grade students who took the CAHSEE ELA, 77% of the Hispanic
subgroup, 45% of the African American subgroup, 34% of the EL subgroup, and 12% of the
SWD subgroup passed. Out of the 50% of eleventh and twelfth grade students who took the
CAHSEE Math, 57% of the Hispanic subgroup, 39% of the African American subgroup, 49% of
the EL subgroup, and 22% of the SWD subgroup passed.
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In 2010-11, out of the 51% of eleventh and twelfth grade students who took the CAHSEE ELA,
52% of the Hispanic subgroup, 51% of the African American subgroup, 43% of the EL
subgroup, and 19% of the SWD subgroup passed. Out of the 41% of eleventh and twelfth grade
students who took the CAHSEE Math, 41% of the Hispanic subgroup, 38% of the African
American subgroup, 37% of the EL subgroup, and 3% of the SWD subgroup passed.
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In 2011-12, out of the 21% of eleventh and twelfth grade students who took the CAHSEE ELA,
18% of the Hispanic subgroup, 29% of the African American subgroup, 6% of the EL subgroup,
and 9% of the SWD subgroup passed. Out of the 67% of eleventh and twelfth grade students
who took the CAHSEE Math, 41% of the Hispanic subgroup, 82% of the African American
subgroup, 32% of the EL subgroup, and 12% of the SWD subgroup passed.
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Sub-Test Scores for 11th and 12th Grade | Over the last three years, the eleventh and twelfth
grade CAHSEE scores have decreased in all ELA and Math strands for all students. All
subgroups followed that same decreasing trend in ELA and Math except for the Hispanic
subgroup, which made progress in Word Analysis and Writing Strategies from 2010 to 2012.
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Multimedia Careers Academy (MCA)
MCA CST ELA | In the last three years, the number of MCA students who scored Advanced on
the CST ELA increased from 6.56% in 2009-10 to 14.90% in 2011-12. Though the number of
MCA students who scored Proficient decreased, the overall percentage of students in the upper
bands is 41.34% in 2011-12. The number of students who scored Basic increased from 32.79%
in 2009-10 to 42.79% in 2011-12. The percentage of students in the lower bands increased from
14.75% in 2009-10 to 25.37% in 2010-11, and then decreased to 15.87% in 2011-12. In
comparison to the School-wide CST ELA scores in the last three years, MCA had higher
percentages of students who scored Advanced or Proficient, higher percentages of students who
scored Basic, and lower percentages of students who scored Below Basic or Far Below Basic.
These trends show that MCA’s small learning community has had a positive impact on student
achievement.
MCA CST ELA
School-wide CST ELA
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MCA CST Math | In the last three years, the number of MCA students who scored Advanced or
Proficient on the CST Math decreased from 16.95% in 2009-10 to 9.61% in 2011-12. Similarly,
the percentage of students who scored Basic decreased from 35.59% in 2009-10 to 28.85% in
2011-12. The number of students in the lower bands increased in the last three years, from
47.45% in 2009-10 to 61.54% in 2011-12. In comparison to the School-wide CST Math scores in
the last three years, MCA had higher percentages of students who scored Advanced or Proficient
except in 2011-12, higher percentages of students who scored Basic, and lower percentages of
students who scored Below Basic or Far Below Basic. Similarly, these trends show that MCA’s
small learning community has had a positive impact on student achievement.
MCA CST Math
School-wide CST Math
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MCA CST Science | In the last three years, the number of MCA students who scored Advanced
or Proficient on the CST Science increased from 22.95% in 2009-10 to 26.45% in 2011-12. The
number of students who scored Basic decreased from 54.10% in 2009-10 to 45.29% in 2011-12.
The number of students in the lower bands increased from 22.95% in 2009-10 to 38.58% in
2010-11, and then decreased to 28.26% in 2011-12. In comparison to the School-wide CST
Science scores in the last three years, MCA had higher percentages of students who scored
Advanced or Proficient except in 2011-12, higher percentages of students who scored Basic, and
lower percentages of students who scored Below Basic or Far Below Basic. Again, these trends
show that MCA’s small learning community has had a positive impact on student achievement.
MCA CST Science
School-wide CST Science
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MCA CST History | In the last three years, the number of MCA students who scored Advanced
or Proficient on the CST History slightly decreased from 42.63% in 2010-11 to 38.67% in 201112. There is no data for 2009-10 due to a reporting error. The number of students who scored
Basic increased from 32.79% in 2010-11 to 35.33% in 2011-12. The number of students in the
lower bands slightly increased from 24.59% in 2010-11 to 26% in 2011-12. In comparison to the
School-wide CST History scores in the last two years, MCA had higher percentages of students
who scored Advanced or Proficient, higher percentages of students who scored Basic, and lower
percentages of students who scored Below Basic or Far Below Basic. These trends also show
that MCA’s small learning community has had a positive impact on student achievement.
MCA CST History
School-wide CST History
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MCA Attendance Rate | The MCA attendance rate in 2010-11 was 95.06%, higher than the
school-wide attendance rate of 92.53%. In 2011-12, the MCA attendance rate slightly dipped to
93.79%, while the school-wide attendance rate was 94.66%.
MCA Attendance Rates
2010-11
2011-12
MCA
95.06%
93.79%
School-wide
92.53%
94.66%
MCA Graduation Rate | In comparison to the school-wide graduation rates, the MCA
graduation rates have been nothing short of a success. In 2011-12, 100% of MCA seniors
successfully completed high school.
MCA Graduation Rates
2010
2011
2012
MCA
95.8%
93.8%
100%
School-wide
68%
66.8%
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Environmental Careers Academy (ECA)
ECA CST ELA | In the last three years, the number of ECA students who scored Advanced or
Proficient on the CST ELA decreased from 40% in 2009-10 to 20% in 2011-12. The percentage
of students who scored Basic increased from 40% in 2009-10 to 55.29% in 2011-12. The number
of students in the lower bands increased from 20% in 2009-10 to 32.18% in 2010-11, and then
decreased to 24.71% in 2011-12. In comparison to the School-wide CST ELA scores in the last
three years, ECA had lower percentages of students who scored Advanced or Proficient except in
2009-10, higher percentages of students who scored Basic, and lower percentages of students for
who scored Below Basic or Far Below Basic. These trends show that ECA’s small learning
community has had a positive impact on student achievement.
ECA CST ELA
School-wide CST ELA
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ECA CST Math | In the last three years, the number of ECA students who scored Advanced or
Proficient on the CST Math decreased from 17.5% in 2009-10 to 5.49% in 2011-12. Similarly,
the percentage of students who scored Basic decreased from 35% in 2009-10 to 23.17% in 201112. The number of students in the lower bands increased from 47.5% in 2009-10 to 71.34% in
2011-12. In comparison to the School-wide CST Math scores in the last three years, ECA had
higher percentages of students who scored Advanced or Proficient except in 2011-12, higher
percentages of students who scored Basic except in 2011-12, and lower percentages of students
for who scored Below Basic or Far Below Basic. Similarly, these trends show that ECA’s small
learning community has had a positive impact on student.
ECA CST Math
School-wide CST Math
Page 73
ECA CST Science | In the last three years, the number of ECA students who scored Advanced
or Proficient on the CST Science increased from 12.82% in 2009-10 to 24.39% in 2011-12. The
percentage of students who scored Basic decreased from 48.72% in 2009-10 to 42.95% in 201011, then increased to 47.93% in 2011-12. The number of students in the lower bands increased
from 38.46% in 2009-10 to 43.59% in 2010-11, and then decreased to 27.68% in 2011-12. In
comparison to the School-wide CST Science scores in the last three years, ECA had lower
percentages of students who scored Advanced or Proficient, higher percentages of students who
scored Basic, and lower percentages of students for who scored Below Basic or Far Below Basic.
Again, these trends show that ECA’s small learning community has had a positive impact on
student.
ECA CST Science
School-wide CST Science
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ECA CST History | In the last three years, the number of ECA students who scored Advanced or
Proficient on the CST History decreased from 31.7% in 2010-11 to 29.6% in 2011-12. There is
no data for 2009-10 due to a reporting error. The number of students who scored Basic slightly
decreased from 34.15% in 2010-11 to 31.20% in 2011-12. The number of students in the lower
bands slightly increased from 34.14% in 2010-11 to 39.2% in 2011-12. In comparison to the
School-wide CST History scores in the last two years, ECA had higher percentages of students
who scored Advanced or Proficient, higher percentages of students who scored Basic, and lower
percentages of students for who scored Below Basic or Far Below Basic in 2010-11. Opposite
trends occurred in 2011-12.
ECA CST History
School-wide CST History
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Adequate Yearly Progress (AYP)
All Students and Numerically Significant Sub-Groups | Though Leuzinger High School did not
meet all of the AYP goals for the last three years, with a focus on data analysis and student
achievement, LHS met the API Growth for all three years and the Graduation Target for 2010-11
and 2011-12.
In 2009-10, Leuzinger met the AYP in the ELA English Learner Participation Rate (PR) and API
Growth Rate. There was vast improvement in 2010-11 where LHS fell just short of passing the
AYP by six out of the twenty-two criteria. In English, we reached our AYP goals for the first
time, as English proficiency rates met safe harbor provisions. In Math, the School-wide,
Hispanic and English Learner subgroups needed improvement in Participation Rate (Part Rate)
and Percentage Proficient (% Pro) in order to pass the AYP. In 2010-11, the API increased 33
points and 16 out of 22 of the AYP criteria were met. Of the 205 public, non-charter high schools
in Los Angeles County, only 16 had a higher API increase than Leuzinger. The African
American subgroup improved 72 points. Only four high schools in the entire state had greater
improvement with this subgroup.
The greatest improvement occurred in 2011-12 when the API increased 58 points and 17 out of
22 of the AYP criteria were met. With an API increase of 123 points since 2009, only one other
Leuzinger High School. All subgroups made significant gains in API growth: the African
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Annual Measurable Achievement Objectives (AMAOs) | AMAO #1 measures the percent of
English Learners making annual progress on the CELDT. AMAO #2 measures the percentage of
English Learners achieving proficiency on the CELDT. Proficiency on the CELDT is defined as
receiving an overall score of 4 or 5 with no score of 2 on any of the individual components of the
test. AMAO #2 is composed of two cohorts: ELs with less than 5 years in the United States and
ELs with 5 years or more. In 2008-09, 42% of ELs at Leuzinger met the annual growth
requirement by scoring at least one level higher than the previous year. In 2009-10, 50.8% of
ELs met AMAO #1, but the percentage of ELs meeting this requirement decreased by 16.2% in
2010-11. However, there was a significant increase in 2011-12 with 62.8% of ELs meeting
AMAO #1. In 2011-12, 9.6% of ELs in the Less Than 5 Years cohort attained proficiency and
32.9% in the 5 Years or More Cohort met the proficiency requirement, a significant
improvement over the previous years.
Annual Measurable Achievement Objectives
Year
2011-2012
2010-2011
2009-2010
2008-2009
AMAO #1
Annual Growth
62.8%
34.6%
50.8%
42.0%
AMAO #2
Attaining English Proficiency
9.6%
32.9%
5.9%
11.8%
11.2%
31.7%
19.9%
California English Language Development Test (CELDT)
Students identified as English Learners (ELs) through the CELDT exam and home language
survey are placed in a classroom with a teacher who has been certified to teach ELs. Teachers
use differentiated instruction and SDAIE (Specially-Designed Academic Instruction in English)
strategies to maximize student understanding of the lesson content and concepts. Beginning level
English Learners may be placed in an ELD (English Language Development) class in lieu of an
elective and as a supplement to their core language arts class. ELD lessons focus on developing
listening, speaking, reading, and writing skills as quickly as possible, enabling students to
successfully participate in the regular education program. As students gain a better understanding
of the English language, they may be placed in a Sheltered ELD, Transitional ELD, or Advanced
ELD class to receive instruction specially designed to meet current language and learning levels.
Teachers use the Edge curricula for both ELD and reading intervention activities. As students
increase fluency, progress is measured through classroom performance and CELDT results.
Instruction is subsequently adjusted to meet the current learning needs of each student.
The percentage of students satisfying the CELDT criterion at Leuzinger increased by 5% the last
four years, from 25% in 2008-09 to 30% in 2011-12. The % Proficient/Advanced on the CELDT
increased by 5% in 2009-10, decreased by 13% in 2010-11, then increased by 11% in 2011-12,
with 30% scoring Proficient or Advanced. The number of students at the Basic level has
generally remained unchanged at 32% in 2011-12. The number of students at the Below Basic or
Far Below Basic levels increased 13% from 2009 to 2011, but decreased 7% in 2012. Overall,
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there has been improvement in the CELDT scores with an increase in students at the upper bands
and a decrease in students at the lower bands.
Percentage of Students Satisfying CELDT Criterion
40%
25%
30%
30%
30%
16%
20%
10%
0%
224/879 tested 225/740 tested 99/602 tested
2008-2008
2009-2010
85/285 tested
2010-2011
2011-2012
CELDT Scores
# of Students Scoring at Each Level
100%
3%
4%
80%
26%
30%
17%
16%
16%
18%
24%
17%
2008-2009
879 tested
2009-2010
740 tested
2010-2011
602 tested
2011-2012
377 tested
3%
18%
4%
28%
60%
40%
20%
0%
22%
Beginning
Early Intermediate
Early Advanced
Advanced
19%
Intermediate
Local assessments
Quarterly benchmarks are created by Action Learning Systems, Inc. and given in all core classes.
These questions are aligned to the California Content Standards and mirror questions found on
the CST. Using Data Director allows teachers to immediately see results, analyze the data,
identify strengths and weaknesses, and adjust instruction to increase overall student success.
During department collaborations, the administration and faculty further analyze the data and
note significant positive and negative trends that validate or challenge current teaching practices.
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In Quarter 3 of 2011-12, significantly more students scored Proficient/Advanced in all English
grade levels as compared to previous years, which is reflective in the significant improvements
in the CST ELA scores. However, in Quarter 4 of 2011-12, Benchmark results showed a drop in
students scoring Proficient/Advanced in all English grade levels. Other subjects with similar
trends of an increase, then decrease in % Proficient/Advanced on the Benchmarks included
Geometry, Algebra 2, Pre-Calculus, and U.S. History. Algebra 1 showed the opposite trend of a
decrease, then increase in % Proficient/Advanced on the Benchmarks. Subjects with a steady
increase in % Proficient/Advanced on the Benchmarks included Biology, Earth Science, Physics,
World History, and U.S. Government, while Chemistry showed a steady decrease in %
Proficient/Advanced.
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In ELA, 30% of English 9 students, 54% of English 10 students, 54% of English 11 students, and
38% of English 12 students scored Proficient/Advanced on the Q4 Benchmark in 2011-12.
In Math, 38% of students in Mathematical Analysis scored Proficient/Advanced on the Q4
Benchmark in 2011-12. Only 11% of Algebra 1 students, 7% of Geometry students, and 12% of
Algebra 2 students scored Proficient/Advanced. However, a significant number of students
scored Basic in all four subjects.
In Science, 38% of Earth Science students, 64% of Biology students, 11% of Chemistry students,
and 89% of Physics students scored Proficient/Advanced on the Q4 Benchmark in 2011-12.
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In Social Science, 36% of World History students, 11% of U.S. History students, 27% of
Economics students, and 36% of U.S. Government students scored Proficient/Advanced on the
Q4 Benchmark in 2011-12.
Other Local Assessments | The English department administers four timed writings per semester
as well as a reading diagnostic test to gauge reading levels as part of the Read 180
program. Students who have been placed in Read 180 take the Scholastic Reading Inventory
exam which determines reading levels and places students in the appropriate levels in the
program. Students in the Read 180 program also use the Read 180 Topic software which assesses
student performance and fluency in reading, vocabulary, and spelling, and identifies strengths
and weaknesses to support grouping for differentiated instruction. In addition, English teachers
use Checking for Understanding (CFU), and Think Pair Share (TPS) techniques in implementing
Directive Interactive Instruction (DII). Teachers also use class discussions, student presentations,
peer/self assessments, learning/response logs, graphic organizers, individual whiteboards, and
exit slips as formative assessments in the classroom.
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ELD teachers give newcomers the Edge Placement test and Edge Gains assessments as well as
cluster and unit tests to help determine advancement through the program. The ELD students at
the Advanced level also take the district’s Benchmark exams to help them further prepare for the
CSTs and for their eventual transitions to the regular program. Through these assessment tools,
the ELD Department identifies students who can make the transition to the next level at the end
of the first semester of the school year. At the end of the year, students in the ELD program take
the End-of-Year assessment. This test also helps the department make a determination as to
which ELD students can skip a level or move out to mainstream English.
In Math, Algebra 1 administers a semester final in addition to the district’s benchmark exam. All
other courses do not have a final assessment other than the Benchmark exams. In Honors
Geometry, teachers assign a culminating project for surface and lateral area and volume of
polyhedra. There are no diagnostic assessments that indicate whether or not students are
performing below the 7th grade level in Math. However, the CAHSEE Math is at a 7th grade
level and includes Algebra 1 concepts and surface level Geometry. Thus, the way to assess
student levels at or below 7th grade Math is to use the pass rates and scoring bands from the
CAHSEE to determine student levels. In addition, Math teachers use CFU and TPS techniques as
part of implementing DII. Teachers also use formative assessments in the classroom such as
graphic organizers, projects, individual whiteboards, homework quizzes, and exit slips.
In Science, common assessments are given in each subject five weeks between the district
Benchmark exams. In History, in addition to the district’s Benchmark exams, a final exam for
World and US History is administered to help review for the CST Exam. Writing assignments
include essays throughout the year and a final research paper. Other formative curriculum
embedded assessments include the CST review assignments and assessments leading up to the
CST exam.
Physical Fitness Test | The Physical Education program at Leuzinger High School is designed
to give students the opportunity to learn through a comprehensive and sequentially planned
Kinesiology and Physical Education program in accordance with the California Model Content
Standards for Physical Education. Students are empowered to make choices, meet challenges,
and develop positive behaviors in fitness, wellness, and movement activity for a lifetime.
Emphasis is placed on students analyzing skills for effective movement. The 9th Grade
curriculum includes: introduction to kinesiology and physical education, fitness (including
fitness technology), individual and dual activities, rhythms/dance, and aquatics. The chart below
shows the percentage of 9th grade students meeting the Physical Fitness standards. Almost 70%
of LHS 9th graders met four or more of the six standards in 2011-12.
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College SAT and/or ACT results
SAT and ACT | From 2007-08 to 2010-11, the percentage of Leuzinger students taking the SAT
generally remained at around 30% of the twelfth grade class. There were slight gains in all three
sections of the SAT. Critical Reading improved from 381 to 404, Math increased from 408 to
415, and Writing improved the most, from 385 to 405. From 2007-08 to 2009-10, the percentage
of ACT test takers was much lower than that of the SAT, with only 4% of the twelfth grade class
taking the test in 2009-10. The average score for ACT remained at around 17 the last few years.
The graphs and tables below show that students who took the PSAT in 10th or 11th grade
performed slightly better on all three sections of the SAT in 2008-09, 2009-10, and 2010-11.
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PSAT | Overall, the 11th grade students who took the PSAT in 2010-11 performed better on all
three sections as compared to the prior year.
EAP | In ELA, 93% were not ready in 2010, 95% in 2011, and 79% in 2012. A closer look at
the data by subgroup shows that the % of Not Ready in ELA remains high across all subgroups.
In Math, 59% were not ready in 2010, 66% in 2011, and 71% in 2012, especially the African
American and EL subgroups.
Page 84
Advance Placement Results
Advanced placement (AP) programs give students an opportunity to take college-level courses
and exams while still in high school. All Leuzinger students qualify for a fee waiver and are only
required to pay $5 per exam. Students who receive a 3, 4, or 5 on their AP exams qualify for
college credit at most of the nation’s colleges and universities. The AP program at Leuzinger
High School has grown significantly the past few years, with 223 students enrolled in the AP
program in 2010, 299 students in 2011, and 599 students in 2012. There was a 100% increase in
number of students enrolled in the AP program from 2011 to 2012. There were 347 AP exams
taken in 2010, 528 in 2011, and 1,082 in 2012. There was a 105% increase in the number of AP
exams taken from 2011 to 2012.
The % of AP students with scores of 3 or higher only decreased by 5.9% which shows that the
increase of the number of students taking AP classes did not seriously affect AP pass rates, but
rather helped increase proficiency levels on the CST. For example, 98 students in AP US History
were Far Below Basic, Below Basic, or Basic on the World History CST in 2011. Seventy-seven
percent (75/98 students) increased at least one level on the US History CST in 2012. In addition,
53 students in AP English were Far Below Basic, Below Basic, or Basic on the English 10 CST
in 2011. Forty-five percent (24/53 students) increased at least one level on the English 11 CST in
2012. Even though the AP pass rates lowered, placing more students in AP classes has had an
incredible impact. A significant number of students in the lower three bands moved up a level
due to the fact that they were in a more rigorous environment.
Page 85
AP Test Data
Total AP Students
Number of Exams
AP Students with Scores of 3+
% of AP Students with Scores of 3+
Number of AP Scholars
Number of AP Scholars with Honors
AP Equity Index
Exam
Calculus AB
Chemistry
English Lang
English Lit.
Env. Science
Human Geo.
Psychology
Spanish Lang
Spanish Lit.
Studio Art:
2-D Design
Studio Art :
Drawing
U.S. Gov.
U.S. Hist.
World Hist.
Test Takers
‘10 ‘11 ‘12
14
24
42
12
29
14
27
51
68
17
17 122
52
57 127
28
50
26
36
87
47
58 133
22
20
16
6
% Change
(‘11-‘12)
+75%
-52%
+33%
+618%
+123%
+79%
+142%
+129%
-20%
-
2010
2011 2012
223
299
599
347
528
1,082
75
97
159
33.6% 32.4% 26.5%
11
14
10
1
4
1
9%
16% 21.7%
Pass Rate
‘10
‘11
‘12
29% 29% 19%
0%
0%
0%
30% 14% 7%
41% 29% 4%
4%
4%
0%
0%
2%
15% 50% 17%
75% 86% 66%
68% 60% 19%
83%
Change
(‘11-‘12)
-10%
0%
-7%
-25%
-4%
+2%
-33%
-20%
-41%
-
CA Pass
Rate ‘12
61%
58%
59%
56%
51%
51%
66%
80%
63%
76%
-
3
7
+133%
-
33%
71%
+38%
71%
38
47
40
36
101
64
98
162
149
+172%
+60%
+133%
37%
26%
5%
50%
11%
2%
17%
3%
1%
-33%
-8%
-1%
50%
56%
55%
University of California A-G requirements
LHS counselors work closely with each student to make sure that they are on track in meeting
the A-G requirements. Students meet with their counselors annually to review progress in
meeting personal goals and graduation requirements. Students are encouraged to take required
courses if they plan on attending a four-year college or university. In 2009-10, 67.6% of
Leuzinger High School students were enrolled in UC/CSU courses required for UC/CSU
admission and 32% of LHS graduates met the A-G requirements and completed all courses
required for UC/CSU admission. In 2010-11, 24% of LHS graduates met the A-G requirements
and completed all courses required for UC/CSU admission. The number of African American
graduates meeting A-G requirements decreased by 10% from 2008 to 2011, while the number of
Hispanic graduates increased by 5% from 2008 to 2009, then decreased by 8% from 2009 to
2011. In 2011-12, 27% of LHS graduates met the A-G requirements and completed all courses
required for UC/CSU admission.
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AVID | In 2011-12, 100% of seniors in AVID graduated, 100% were enrolled in UC/CSU
approved courses required for UC/CSU admission, 98% completed A-G requirements, and 83%
(55/66 students) were accepted to a four-year college. Of the eleven students that did not, two
students enlisted in the military and three faced problems with their legal status. Moreover, three
AVID students received full-ride scholarships from QuestBridge, Posse, and Gates Millenium.
The valedictorian, ASB president, and class president were all AVID students.
In 2008-09, 100% of seniors in AVID graduated, 96.9% completed A-G requirements, 100%
took the SAT and/or ACT, 75% took at least one AP exam, and 93.8% were accepted to a fouryear college. All these percentages were higher than that of the region and state. In 2009-10,
100% of seniors in AVID graduated, 89.5% completed A-G requirements, 94.7% took the SAT
Page 87
and/or ACT, 76.3% took at least one AP exam, and 78.9% were accepted to a four-year college.
All these percentages were higher than that of the region and state except for students completing
A-G requirements, where the percentage was higher than the region but lower than the state. In
2010-11, 100% of seniors in AVID graduated, 82.4% completed A-G requirements, 88.2% took
the SAT and/or ACT, 64.7% took at least one AP exam, and 58.5% were accepted to a four-year
college.
AVID 2008-09
AVID 2009-10
Page 88
AVID 2010-11
ELD | In an effort to help ELD students (newcomers) meet graduation and A-G requirements,
we have streamlined the progression flow within the ELD program. Students are given an Edge
Placement Test when they first register in order to determine proper placement in one of the four
ELD levels: Fundamentals, Level A (Intermediate), Level B (Advanced), or Level C
(Transition). Throughout the year, students take multiple iterations of the Edge Gains test.
Course assessments and Benchmark exams are also taken into account in order to identify the
students who may be able to skip to the next level of ELD due to their progress. Last year, over
20 ELD students made the jump to the next level of ELD at the end of the first semester. This
has allowed students in the program to obtain the credits that they would otherwise be missing
from having to stay in the same ELD level for an entire year. In the past, most ELD students had
to complete the equivalent of five years of ELD before they had the opportunity to transition to
mainstream English, which meant most would spend their entire high school education in ELD
and SL courses. ELD B and C are UC approved courses. The students who do not make the
transition from ELD B to Mainstream English classes continue on to ELD C, which is now a
single period course, as opposed to two periods in the past. Students take this class in
conjunction with an English 9 SL class to recuperate English credits. English 9 SL is taught by
one of the ELD Teachers and covers the same curriculum as the mainstream English 9 classes.
ELD students at the Fundamentals and A (Intermediate) Level receive sheltered instruction in SL
core classes where they complete the same curriculum as their counterparts in mainstream
courses. Our program currently offers the following SL courses: Algebra 1 SL, Geometry SL,
Introduction to Physical Science SL, Biology SL, US History SL, World History SL,
Government SL and Economics SL. ELD Students in Levels B (Advanced) and beyond take the
same mainstream content courses as the rest of the student population (refer to Appendix for the
ELD Program Flowchart).
Page 89
Number of Students Taking Algebra by Grade Level
In the past three years, there has been a significant shift to have all 9th graders take either Algebra
or Geometry. Tenth graders proceed to the next math level whether or not they passed the
previous level. Students who do not pass need to take summer school or e2020 to recover credits.
Percentage of Ds and Fs
Leuzinger is working to decrease its D and F rates. Improvements have been made as a result of
staff development dedicated to this issue and department chairs working with administration and
teachers to develop an approach that focuses on student motivation. Additionally, teachers are
also taking time to re-teach lessons when necessary to ensure subject mastery. The goal is to
have students understand that their grades will improve if they set high expectations for
themselves, put in the time and effort, and access any additional help and tutoring. The
percentage of Ds and Fs has significantly lowered in 2011-12 in all core classes, especially in
Math where the D/F rate decreased by 15%.
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Completion Rates
Leuzinger counselors work closely with students to make sure that they complete the
requirements for graduation. LHS also offers e2020 classes that help with credit recovery.
Graduation Rates | The LHS graduation rate has remained the same the past few years, at
66.6% in 2008, 60% in 2009, 68% in 2010, and 66.8% in 2011, about two-thirds of the senior
class. In comparing the graduation rates from 2010 to 2011, all subgroups had positive growth,
with the greatest improvement made in the EL subgroup with a 15.7% increase, followed by the
SWD subgroup with +11.9%, the African American subgroup with +10.3%, and the Hispanic
subgroup with +9.5%.
Page 91
Group
Hispanic/Latino
Black/African American
English Learners
Special Education
2010 Graduation
Rate
55.8%
56.9%
41.4%
47.3%
2011 Graduation
Rate
65.3%
67.2%
57.1%
59.2%
Change
+9.5%
+10.3%
+15.7%
+11.9%
Dropout Rates | In addition to the overall decrease by 9.3% in dropout rate from 2010 to 2011,
Leuzinger has seen a significant decline in dropout rates in all subgroups, with a decrease of
18.4% in SWD students, 12.4% in African American students, 10.5% in Hispanic students, and
10.2% in English Learners. The decline in dropout rates can be attributed to a team effort
between the school dean, attendance clerks, and parents. Many parent conferences are held
weekly and the dean frequently makes home visits with the school resource officer. In 2011-12,
they made over a hundred home visits. The decline in dropout rates can also be attributed to the
SART program.
Page 92
Group
All Students
Hispanic/Latino
Black/African American
English Learners
Special Education
2010 Dropout Rate
33.9%
36.5%
35.3%
42.9%
32.7%
2011 Dropout Rate
24.6%
26.0%
22.9%
32.7%
14.3%
Change
-9.3%
-10.5%
-12.4%
-10.2%
-18.4%
Post-Enrollment Data | In 2011, 52% of Leuzinger graduates were enrolled in a 2-year or 4year college immediately after graduation, 63% were enrolled within one year after graduation,
and 71% were enrolled within two years after graduation. These percentages are slightly lower
than previous years.
Page 93
Career Technical Education | Leuzinger High School offers a career technical education course
called Computer Applications. Career academies also offer a wide range of opportunities for
students to get a head start on their future. ECA offers Introduction to Sustainability,
Environmental Design, and Environmental Tech 101. MCA offers courses within the Arts,
Media, and Entertainment (AME) pathway, which include Introduction to Multimedia, Video
Production I and II, Digital Photography, Digital Media Arts, Game Art Development, and
Photojournalism. CA partnership academies are centered on CTE classes and all MCA courses
are designated as such. UC approval includes this designation. There are CTE state standards and
the MCA courses fall within the Arts, Media, and Entertainment (AME) pathway.
Counselors host special presentations to increase awareness of college and career exploration
activities. Freshmen visit the computer lab once each semester to participate in online career
exploration, skills assessments, interest surveys, and research. Most career education courses
comply with state-adopted content standards and are integrated into the student’s four-year
academic plan as elective courses.
Page 94
PROCESS AND PERCEPTION DATA
Methods
Three surveys were given to students, staff, and parents. The surveys mirror questions given by
the Orange County Department of Education and were modified to meet our school needs.
Survey instruments are provided in the Appendix of this report. Analysis of the data was
reviewed by the staff and recommendations in response to select questions were made by the
student and parent home groups.
Student Survey
The student survey was administered to all Leuzinger High School students during their English
classes. English teachers took their students to the computer lab and surveys were administered
online via Survey Monkey. A total of 863 students completed the survey, which is approximately
59% of the student population. The student survey consisted of four demographic questions and
34 items that addressed six dimensions: Academics, Rules & Norms, Social-Emotional Security,
School Connectedness & Engagement, Physical Surroundings, and Support for Learning.
Staff Survey
The staff survey was administered online to all Leuzinger High School staff via Survey Monkey.
A total of 66 teachers and counselors completed the survey, which is approximately 97% of the
staff. The staff survey consisted of four demographic questions and 25 items that addressed four
dimensions: Academics, Rules & Norms, School Connectedness & Engagement, and Physical
Surroundings. Note that these four dimensions are also contained in the student survey.
Parent Survey
The parent survey was administered to all Leuzinger High School parents via questions and
scantrons created on Data Director. Students were asked to take the surveys home and have their
parents or guardians bubble in their answers. A total of 680 parents completed the parent
surveys.
Page 95
Comparison of Student and Staff Surveys
Figure 1: Comparison of Students and Staff – Academics
Students and staff have similar perceptions regarding most items within the dimension of
Academics. Students and staff agree that teachers encourage students to think about their future
options after high school and that students are aware of the requirement to graduate from high
school. In addition, students and staff agree that classes at Leuzinger High School challenge
students and feel that the majority of students are actively engaged in learning activities for a
significant portion of each day. There is a slight discrepancy in student and staff perceptions
regarding adults at Leuzinger helping students understand the A-G requirement. 94% of the staff
think adults at this school have helped students understand the A-G requirements, but only 78%
of students agree to that statement. This data may be skewed due to the 9th grade students who
took part in this survey who have not yet met with their counselors during the beginning weeks
of high school to write their five year plans.
Student Recommendations:
Question 1: How can we as teachers and students better help all the students understand the A-G
requirements?
• We can put posters all over the school.
• We can inform other students by having classroom announcements.
• We can talk to students about the requirements and set up times for discussions.
• By having more interactive presentations for students regarding the A-G requirements.
• By giving out informational packets on the A-G requirements.
• Have counselors visit classes to discuss the A-G requirements thoroughly and answer any
student questions.
• Teachers and counselors should tell students about the benefits of the class they take and
let them know if they need it for a UC or to graduate.
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Teachers should take time to talk to the students about why it is important to reach the AG requirements.
Teachers can better help all students understand the A-G requirements by making a song
that helps students memorize the A-G requirements.
Remind the students by reading them at least once per week.
Question 2: How can classes at Leuzinger High School be more challenging and students be
more engaged in learning activities during the day? Give specific examples.
• By using more technology in class.
• By making the lessons more interactive to help students understand the concepts better
via in-class activities, class discussions, projects, labs, making a PowerPoint, and
challenging puzzles.
• Teachers should engage students in the lesson and apply the lesson to students’ daily life
experiences.
• Teachers have to be willing to care and show that they want their students to reach their
fullest potential, and to make the classes more challenging by using higher language.
• Have an organized curriculum that corresponds with increasing the challenging level.
• Have teachers give more detailed lessons so that the homework would be easier.
• Classes at Leuzinger High School could be more challenging by giving more homework
and offering a wide variety of AP and honors classes for all grade levels.
• The students can become rewarded with little treats or gifts for their success.
Figure 2: Comparison of Students and Staff – Rules & Norms
Again, students and staff have similar perceptions regarding most items within the dimension of
Rules and Norms. Students and staff agree that students at this school understand the tardy policy
and consequences for being tardy as well as rules regarding clearing their absences. This can be
attributed to the concerted efforts made by administration, staff, and the attendance office to be
consistent with consequences related to tardiness and absences. Students and staff also feel that
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students at this school know that teachers will enforce the rules against hurting others, which
shows that students feel that Leuzinger is a safe environment. Even though 92% of students
know that teachers will enforce the rules against hurting others, 83% of students understand the
rules about physically hurting other people. In addition, students and staff have slightly differing
perceptions that all teachers at this school enforce the same school rules. Three-quarters of
students surveyed feel that teachers enforce the same rules, while only 61% of the staff feels that
way. While 97% of teachers agree that students at this school understand the dress code and
consequences for not being in compliance, only 79% of students agree to that statement.
Question 3: How can we as teachers and students better address the consequences for not being
in compliance with the dress code and rules about physically hurting other people?
• We feel it is already well addressed. However, some students just don’t follow the rules.
• Talk about the punishments that could happen if you break compliance with the school
rules.
• Teachers should address the school rules more and enforce them.
• Give warnings.
• By increasing severity of the consequences, such as giving away privileges or giving out
more tickets or suspensions.
• Teachers can assign lunch detention, trash pickup, etc.
• We can have students sit in the office until their parents arrive either to pick them up or
bring them appropriate clothing.
• Have a play on physically hurting others and the consequences.
• Test students after they learn about the rules.
• Teachers can enforce the fact that students are young adults and can be tried as an adult.
Question 4: How can we as teachers and students better make sure that all teachers enforce the
same school rules?
• Make sure the teachers know all the school rules clearly.
• Remind them about the rules and consequences.
• Enforce the consequences if someone violates them.
• Notify teachers on the importance of enforcing the school rules.
• We can do this by telling a teacher or another adult when something goes wrong.
• Teachers should share their rules with one another during collaboration and enforce the
rules they all favor.
• Teachers should have a rule book provided to them and make posters that show main
school rules.
• Teachers could be given certain standards for rules that they have to follow, just like the
California Content Standards.
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Figure 3: Comparison of Students and Staff – School Connectedness & Engagement
On all six items in the dimension of School Connectedness & Engagement, more staff than
students agreed to each statement. Though the staff strongly agrees that there is a good
relationship between the students and adults on campus and that students feel good about being
involved at Leuzinger, about 80% of students agree to these statements. In recent years, there has
been an increase in school morale and ownership. As a result, the students and staff agree that
students are encouraged to participate in clubs, teams, and other activities at Leuzinger. Both
students and staff also agree that teachers and other adults at Leuzinger work with students
outside of class time. All departments offer tutoring before school, during nutrition and lunch,
after school, as well as on select Saturdays. Around 70% of both students and staff feel that there
are few parents who are involved in the school. Through the WASC process, many parents have
volunteered their time to participate in Focus Groups as well as Parent Home Groups. In
addition, parents support Leuzinger athletics and also attend Title 1, Title III (ELAC), and SSC
meetings, and Back to School Night. They have been an asset to the school community and a
crucial part of our school-wide discussions.
Question 5: How can we as teachers and students cultivate a better relationship?
• We can have fieldtrips to interact outside of the school environment.
• Teachers can participate more in our extra-curricular activities.
• Teachers can introduce their teaching methods and establish a friendly and positive
working environment.
• Students and teachers can have a better relationship if teachers had office hours where
students could discuss things regarding their classes.
• Instead of demand and power, think of classrooms as a family/ learning environment.
• Teachers should be organized and give clear instructions.
• Have teachers try and help the students “one on one,” but not so much so that they don’t
become too dependent.
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If students get great test scores, the teacher can give them a homework pass.
Question 6: How can we as teachers and students encourage more students to be involved at
school and participate in after school clubs and teams?
• We can encourage more students to participate by promoting the clubs or sports and talk
about how the club can help them with college.
• We can have presentations and promote clubs individually by talking about their
interests.
• Have former club members and team members talk to the students that are planning to
join and give testimonials
• Having more variety of clubs and promoting them.
• Provide more activities specifically for a targeted group.
• We can achieve this by making after school clubs and teams a lot more fun and exciting.
• Talk about the benefits of how much fun it is to be involved.
• Teachers can be more enthusiastic about clubs and be more supportive of clubs and
sports.
• Teachers should join clubs relating to their subject or other subjects.
• Teachers can have more incentives like extra credit, raffles, and candy.
Question 7: How can we as teachers and students get more parents involved in school?
• We can get more parents involved in school by motivating them and telling them it’s
good for us.
• Parents are not aware of the multiple programs here at school, that could be improved by
offering rewards for their parents.
• Email parents about upcoming events and give them an incentive for coming.
• Teachers can inform the students and parents about more school activities.
• Have more parent activities, such as more Back to School nights or Open House
activities.
• Include fun activities for families, like family game nights.
• Send weekly reports of the students’ grades and behavior.
• Having more parent-teacher conferences and notifying parents of school activities they
can participate in.
• Perhaps having lunch invitations and extra credit options.
• Bring a parent to school day.
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Figure 4: Comparison of Students, Staff, and Parents – Physical Surroundings
Though 77% of staff feels that there are enough lunch tables, bathrooms, and other necessary
things outside of the classroom, only about half of parents and students agree. Staff, parents, and
students all agree that teachers and other adults help students feel safe at Leuzinger and that
Leuzinger is a safe place. Over 80% of staff and parents feel that Leuzinger is a clean place, but
only 58% of students agree to that statement. However, only 29% of students agree that students
do not take care of the school while about half of the staff and parents surveyed agree that
students do not take care of the school.
Question 8: How can we as teachers and students make this school an even safer place?
• Teachers and students can make this school an even safer place by fully enforcing the law
to the fullest extent possible.
• Have a stricter security system.
• We can make it safer by having more security and placing more cameras around school.
• We can have metal detectors located in a couple of places around campus and security
alertness.
• It is already safe as is.
• Having more staff on school grounds spread out and use the transportation equipment
wisely.
• Security should not hang around in one area but rather be out especially during lunch and
nutrition period.
• Encourage daily gestures of kindness to your peers and respect one another.
Question 9: How can we as teachers and students get all students to better take care of the school
and make it a cleaner place?
• We should have recycling bins and more trash bins everywhere (in concentrated areas,
next to groups, etc.)
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The littering law should be enforced to the fullest extent of the law.
Disciplinary actions.
Make sure people throw away their trash, do not have food fights, and recycle.
Have security guards watch students.
Incentives for keeping the school clean.
Better food will be less thrown and clubs or after school activities to clean the school
should be created.
Figure 5: Support for Learning, Student Survey
Students were asked items regarding support for their learning. Seventy percent of students have
the internet available often or always. Sixty-one percent of students have a quiet place to study at
home often or always. Only 13% of students often or always use tutoring services available at
home, 47% sometimes, and 40% never. Similarly, only 12% of students often or always visit the
library at least once a month, 54% sometimes, and 34% never. Discussion in student home
groups focused on how to get the rest of the school community to use the tutoring services
available at school as well as to better utilize our school library.
Question 10: How can we as teachers and students better inform all students about the tutoring
services available?
• Teachers can make daily announcements (before class and at the end of class) about
tutoring offered in all subjects and the times tutoring is available.
• Pass out flyers and hang posters around school about tutoring services.
• Have tutors come to classes and talk to the students about joining.
• Hold an assembly about the help available at Leuzinger High School.
• By making tutoring mandatory for bad grades.
• Let parents know about the tutoring services.
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We can announce commercials based on tutoring on LTV.
Lists of tutors and times.
Question 11: How can we as teachers and students better encourage all students to use the
resources at the library?
• By advertising the different resources at the library (book of the week/month, tables,
working desks for homework, computers).
• Teachers can assign more book reports that involve checking out a book.
• We need a better library that makes students want to go in and use the library. Stock more
interesting books and comics.
• They can point them to where they could find these assignments and promote more usage
of those resources in assignments to make students apply these resources.
• Find out the students who don’t have internet and computers and then notifying them and
their parents of the resources in the library.
• Offer more library time.
• We can have class trips every once in a while and a library located somewhere more
convenient.
• Make a day of the week to go to the library and read.
Figure 6: Parent Responses
A little over half of the parents surveyed say that there is Internet access available at home which
parallels the findings from the student surveys. However, 56% of parents believe their child
always has a quiet place to study at home, whereas 44% of students feel the same way. Only
17% of parents often or always visit the school and 61% of parents sometimes visit the school.
Almost one-third of parents surveyed often or always attend school activities and 42%
sometimes attend school activities such as musicals, plays, sports games, Back to School Night,
and Open House. Thirty-seven percent of parents say that their child does not participate in any
after school program.
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Question 1: How can you as a parent ensure that your child has Internet access available and a
quiet place to study?
• No TV near the PC. Early dinner so my child can dedicate the evening to study.
• I can assure that my child has internet access by making it available at home and making
sure that TVs are off for a certain period of time for studying and homework.
• I understand the importance of homework and will always have access to Internet when
needed for homework.
• Make sure that the bill is paid monthly. Quiet places are available throughout the house.
• Checking the computer to make sure to pay on time.
• Always have communication and talk to my kids to find a time for them to do their
homework.
• I have Internet available for my child and she has a room that she does her homework in
by herself.
• Turn off TV.
• I can make sure electronics are off limits while he does homework.
• He has access all the time and he can do his homework all the time.
• Support my son’s educational needs which include, but not limited to, multi-media,
books, and Internet access so that this way my son will be equipped with information
beyond the walls of the classroom.
Question 2: In what ways can you encourage your child to participate more in after school
programs at Leuzinger?
• We as parents let them know the benefits of participation and the knowledge he could
gain.
• Support student activities and attend meetings where parents can get involved and be
informed.
• Talking to them about the importance of it by giving them credit as a home chore /
responsibility.
• My child plays football so he’s already actively involved. Coaches are caring and much
better with the recent changes.
• By asking and making sure what type of clubs there are.
• Talk to them about the great advantage in improving their grades and how it can make an
impact in their life.
• The activity has to be very interesting for him to stay like maybe robotics.
• Offering something in exchange.
• Expose my son to any of my business meetings so that it will give him an idea on how
important after school programs are to become a successful person.
Question 3: How can teachers, students, and parents better inform all parents about school
activities?
• By phone, text message, email, and newsletters.
• Students pass on information to parents.
• Encourage.
• I think posting all activities online can help us as parents be informed on all activities at
school.
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If a student feels encouraged by a teacher, has communication from the teacher to the
parent, and let parents know ahead of time when a child is not doing good in a specific
subject, it will mean a lot.
By phone, the same way it has always been.
Call the night before and leave a message at home.
Give the students extra credit for having the parent sign a form / flyer to make sure they
read it.
If the teacher made some changes in their classroom policy, please send some
correspondence rather than verbally telling students about the change without informing
the parent.
Figure 7: Preferred Teaching Methods by Content Area (Student Surveys)
In all departments other than elective classes, students at Leuzinger High School report
preferring a variety of methods for teaching. However, by far, the most preferred teaching
method is “Lecture, Discussion, and Practice”. For elective classes, the most preferred teaching
method is “Small Groups” followed by “Lecture, Discussion, and Practice”.
Question 12: Why is there an overwhelming preference for “lecture, discussion and practice” as
opposed to the other teaching methods? What are the pros of this type of teaching method? Is
this what you see in most of your classes? Why or why not?
• There is an overwhelming preference for “lecture, discussion and practice” because each
student is different; some students are tactile learners, others are auditory, therefore, it is
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best to use these three kinds of teachings during class. In all my classes, I (we) am/are
taught with lectures, discussions, and practice.
Maybe students do not have confidence that they can be involved in just being taught to.
Yes, it’s what we see in most classes.
There is a preference for this teaching because after the teacher explains something, the
students practices it. The pros are that it can really help students. I don’t really know any
cons to this teaching method.
I believe this happens because students like to share their opinion. The pros of this
teaching are that students show openness and demonstrate that they have learned the
lesson. In most of my AP classes, teachers use this type of teaching method. After a
lesson we gather in a group to share what we learned and sometimes teach other.
There’s an overwhelming preference for “lecture, discussion and practice” because
students are able to ask questions when they are confused and in order for them to
understand the lecture they take time to practice difficult problems. The pro of this
teaching is that students can have a better understanding. I see this in my math class since
it’s where we practice problems.
This method is effective because after teaching, the teacher can get the students engaged
by discussing and practicing the topic with them. Yes, I see this type of teaching in all of
my classes.
“Lectures, discussion and practice” are old but reliable methods which are easy to use but
not really the most effective. Teachers can try fun little activities; have mini projects and
demonstrations of things.
The pro of this type of teaching method is that teachers have a chance to lecture on what
the class will be working on. The discussion is for the students to ask questions on what
they didn’t understand in the lecture. Practice is to see what the students understand and
what they need to work on more. Yes, I see this in most of my classes and what I have
seen so far is working really well.
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Figure 8: Dimension – Instructional Methods (Teacher Survey)
Figure 8 summarizes the usage frequency of various teaching methods among all teachers at
Leuzinger High School. From the results, teachers at LHS report using a variety of teaching
methods. The three most common methods used include teachers who demonstrate and model,
utilize small group activities (gallery walk, learning stations, rotation lab) as well as lecture,
discuss and practice (student partner practice and/or pair share). It is important to note that 54%
of teachers rarely lecture only. This may be a result of all core teachers being trained in Direct
Interactive Instruction in which the main goal is to allow students to discuss and practice and
ultimately increase student engagement and success.
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Chapter II
Student / Community Profile
Overall Summary from Analysis of Profile Data
Chapter II: Student / Community Profile – Overall
Summary from Analysis of Profile Data
IMPLICATIONS OF THE DATA
The data in Chapter I reveals that Leuzinger High School is on the right track and has developed
procedures for the implementation and monitoring of the school-wide action plan to increase
student achievement.
Demographic Changes | Leuzinger has seen major demographic changes over the last three
years with slight changes in the ethnic make-up of the school. Due to economic trends, the
opening of charter schools in the area, the district’s policy of open enrollment into any of the
high schools within the district, and students attending schools outside the district, there has been
a major decline in student enrollment. The overall student enrollment in 2011-12 was 1,550
students as compared to 2,928 students in 2008-09, with the enrollment of EL, FEP, and R-FEP
students following similar trends.
Despite the decline in overall student enrollment, there has been an increase in enrollment over
the last three years in Leuzinger’s special programs – AVID, MCA, and ECA. There has also
been a significant jump in the number of students enrolled in AP and honors courses. This means
that more students are choosing the challenge of the rigorous academic programs offered at LHS.
Another major change in demographics is that both the Title 1 enrollment and the free/reduced
lunch participation rate has steadily increased in the past few years as a result of the district’s
effort to enroll all eligible students. The Title 1 enrollment has increased in the past three years,
from 73.4% of students in 2008-09 to 87.3% in 2010-11. In 2011-12, Leuzinger started to
receive school-wide assistance. In 2011-12, 93% of students received free/reduced lunch as
compared to 77% in 2008-09.
Attendance and Discipline | In the past three years, the attendance rate has increased, the
tardiness and truancy rates have decreased, and the suspension and expulsion rates have also
decreased. This is the result of the joint effort of the school dean, school resource officer, chief
safety officer, four permanent safety officers, and substitute safety officers who work closely
with the administrative team, faculty, and parents to immediately address any student needs.
Additionally, a progressive disciplinary plan implemented school-wide has helped lower the
number of suspensions and expulsions. In 2011-12, the school dean started to focus specifically
on attendance issues. Technology upgrades and the Saturday School attendance recovery
program have also played a major role in this success. In addition, the increase of students
involved in AVID, MCA, ECA and the AP/Honors program have played a major role in the shift
towards a focus on student achievement. These demographic shifts have helped Leuzinger
successfully develop procedures for the implementation and monitoring of the school-wide
action plan.
AYP | Leuzinger High School did not meet all of the AYP goals for the last three years;
however, with a focus on data analysis and student achievement, LHS has met the API Growth
for all three years and the Graduation Target for 2010-11 and 2011-12. The greatest
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improvement occurred in 2011-12 when the API increased 58 points and 17 out of 22 of the
AYP criteria were met. All subgroups made significant gains in API growth: the African
API | Leuzinger High School has made significant improvements in its API, from 576 in 2009
to 700 in 2012. Though Leuzinger has not yet met the API target of No Child Left Behind
(NCLB), the API growth of the past few years have mirrored the general increasing linear trend
as set by NCLB. With an API increase of 123 points since 2009, only one other public noncharter high school in the state of California has had greater improvement than Leuzinger High
School. In the past three years, the API of every subgroup steadily increased except for Students
with Disabilities (SWD), with significant jumps in all subgroups from 2011 to 2012. Though
there was a significant decrease of 93 points from 2009 to 2010, the SWD subgroup made a 43point gain from 2010 to 2011 and a 120-point gain from 2011 to 2012. This major improvement
in the SWD subgroup can be attributed to teacher collaboration and professional development
opportunities that focused on DII, student engagement, and differentiated instruction which
allowed for lesson planning geared toward individual student modalities. Prompt distribution of
student accommodations / modifications pages helped general education teachers target students
early in the school year. The Special Education department has been working to pair case carriers
with students who were in their classes as much as possible in order to better monitor their case
loads on a daily basis. In addition, increased number of students taking general education courses
and/or in co-taught classes boosted student morale and made them accountable for their behavior
and education. The incorporation of Learning Center also allowed students to receive extra help
on assignments and learn organizational skills.
CST by Core Subjects | The CST results showed significant improvement in ELA and History
scores across all courses. The Math CST showed the slowest progress across all courses. The
Science CST showed significant improvement in 10th Grade Life Science and EOC Biology and
a slight increase in EOC Earth Science and EOC Chemistry. This positive improvement can be
attributed to the administrative team executing a data-driven, systematic, and intervention based
program starting in the 2010-11 school year. Prior to that year, there had been some instability
with administration staff and turnover. The faculty worked closely with the administration to
achieve specific goals to meet all state and federal accountability requirements (AYP, API, and
AMOs). Focus was also placed in all five subgroup areas. Interventions included English
Enrichment and Math Lab (daily tutoring services), Benchmark data analysis during
collaboration, CST prep in all core classes, CST Boot Camp, Saturday CST prep classes,
administrative classroom visits discussing the CST, targeted individual meetings by
administration with students who had regressed from the previous year, and incentives and
raffles for students who jumped proficiency levels. Many of these discussions took place during
the bi-monthly teacher collaborations. The certificated staff was also trained in using new
technology such as the interactive white boards and classroom responders as well as DII (Direct
Interactive Instruction), a research-based instructional strategy that promotes student engagement
and success.
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CST % Proficient/Advanced by Subgroup | LHS students in all subgroups (African American,
Hispanic, SED, EL, and SWD) increased in % Proficient/Advanced on the CST in all core
subjects (ELA, Math, Science, and History) from 2009-10 to 2011-12. Although the EL and
SWD subgroups are improving, there is still a performance gap between the EL and SWD
subgroups and the African American, Hispanic, and SED subgroups. Compared to their English
proficient counterparts, ELs tend to score lower on the CST because their language skills are not
as developed. However, ELA, Math, Science, and History all had the most success in bringing up
the EL performance. Students classified with learning disabilities scored lower than students
without learning disabilities because the CST is not designed to test the progress of students with
moderate to severe learning differences. As a result, one of Leuzinger’s critical academic needs
is to support English Learners and Special Education subgroups to close achievement gaps.
CAHSEE ELA | The ELA CAHSEE pass rates have increased the past three years – 58% in
2010, 68% in 2011, and 73% in 2012. This success can be attributed to concerted efforts made
by the English department to incorporate CAHSEE style questions and prompts in daily lessons
and to review test taking strategies. In addition, struggling students were placed in support
classes (Read 180 and ELA Success) and they were taken out of class to attend CAHSEE Boot
Camp during the weeks leading up to the CAHSEE. English teachers also identify student
strengths and weaknesses in specific ELA CAHSEE strands and collaborate on how to best
address the weaker strands in class.
CAHSEE Math | In Math, 71% of 10th grade students passed in 2010, 69% in 2011, and 77% in
2012. This success can be attributed to major efforts made in the 10th Geometry classes to
prepare students for the CAHSEE using released test questions. Struggling students were placed
in support classes such as Math Success where the ALEKS online program allowed students to
receive CAHSEE prep. Moreover, students were targeted to attend CAHSEE Boot Camp during
the weeks leading up to the CAHSEE. Math teachers also identify student strengths and
weaknesses in specific Math CAHSEE strands and collaborate on how to best address the weaker
strands in class.
CAHSEE % Proficient | For ELA, even though the School-wide % Proficient in ELA has
increased the past few years, from 23% in 2010 to 38% in 2011, with a slight decrease to 37% in
2012, the 10th grade students did not meet the NCLB target proficiency rates for ELA of 55.6%
in 2010, 66.7% in 2011, and 77.8% in 2012. Though there has been an increase in % Proficient
for the EL And SWD subgroups, the proficiency rates for these subgroups are at most 10% and
significantly lower than the other subgroups. Similarly, for Math, even though the School-wide
% Proficient in Math has increased the past few years, from 30% in 2010 and 32% in 2011 to
41% in 2012, the 10th grade students did not meet the NCLB target proficiency rates for Math of
54.8% in 2010, 66.1% in 2011, and 77.4% in 2012. Though there has been an increase in %
Proficient for the EL and SWD subgroups, the proficiency rates for these subgroups are at most
19% and lower than the other subgroups.
EL and SWD Subgroups | The CST and CAHSEE data points to the importance of engaging and
supporting our EL and SWD subgroups. In the effort to address the needs of the English
Learners and Students with Disabilities, the following instructional practices are implemented
across the core content areas: DII, Think-Pair-Share, scaffolding and spiraling, use of
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technology, systematic vocabulary building, various levels of questioning, cooperative learning
strategies, strategically seating students, explicitly stating the standards, objectives, and goals of
each lesson, and following the IEP recommendations. Select courses in Math, Science, and
History are offered as SL or SDC classes. The textbooks have dual glossaries and are also on
audio.
The English department uses the Blackline Masters Structures and Strategies for Student
Engagement to address the needs of English Learners and Students with Disabilities. Strategies
include using the appointment clock, vocabulary matrix, word map, word study organizer,
reading tree, and discussion frames. The English Department is also involved in ELPD (English
Learner Professional Development) with the ELD Coordinator in order to address the needs of
Long Term English Learners. This year, Leuzinger will also provide Saturday CAHSEE
preparation courses specifically targeting those ELs who have yet to pass the ELA CAHSEE.
In 2011-12, the Math department started the co-teaching model where SWD students were
placed in general math classes and supported by two teachers. All teachers follow the IEPs for
SWD students. In Science, the hands-on labs support the needs of EL and SWD students. In
World Languages, teachers use many strategies that naturally scaffolds for EL and SWD
students. For EL students, teachers tap into prior knowledge and make connections with their
home language. For SWD students, teachers incorporate visuals, pictures, interactive technology,
and repetition. In ELD, teachers support the EL and SWD students by targeting specific
comprehension skills such as “how to make predictions” or “how to plan your reading”, using
context clues, participating in the LTEL (Long Term English Learner) training, and using
System 44 for Beginning ELD students as well as the Edge Online Coach and Online
assessments.
Art teachers use targeted activities and art portfolios to check for student understanding,
acknowledging that students learning a second language or with special needs require a variety
of ways to demonstrate their understanding of concepts or artistic skills. The use of visual aids,
including pictures, diagrams, charts, verbal and written instructions, and handouts with pictures
help the EL and SWD students easily recognize essential information and its relationship to
supporting ideas or art related concepts. Visuals make both the language and the content more
accessible to all students.
Career Academies | In comparison to the School-wide CST scores in the last three years, MCA
and ECA had higher percentages of students who scored Advanced or Proficient, higher
percentages of students who scored Basic, and lower percentages of students who scored Below
Basic or Far Below Basic. These trends show that MCA and ECA have had a positive impact on
student achievement. In addition, the high graduation rate of students in MCA also points to the
success of a small learning community.
Academic Support Services | Academic support services are available for all students and
include English Enrichment, Math Lab, Club Olympian, as well as tutoring hours offered by
teachers from all departments before school, during lunch, and after school. The Library,
Computer Lab, and College and Career Center are also open for students who need access to
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computers and printers or need a quiet place to study. AVID also offers tutoring with the help of
student tutors.
SAT and AP | Though the number of SAT test takers at LHS has generally remained the same
from 2008 to 2010, at around 30% of the twelfth grade class, there have been slight gains in all
three sections of the SAT. As part of Title 1, students are able to take free SAT prep classes on
Saturdays.
The AP program at Leuzinger High School has grown significantly the past few years, with 223
students enrolled in the AP program in 2010, 299 students in 2011, and 599 students in 2012, a
100% increase from 2011 to 2012. The % of AP students with scores of 3+ only decreased by
5.9% which shows that the increase of the number of students taking AP classes did not seriously
affect AP pass rates, but rather helped increase proficiency levels on the CST. A significant
number of students in the lower three bands moved up a level due to the fact that they were in a
more rigorous environment. All Leuzinger students qualify for a fee waiver and are only required
to pay $5 per exam. During the summer, many AP teachers attend the AP Summer Institutes held
by CollegeBoard to learn best practices and collaborate with other AP teachers around the Los
Angeles area. AP teachers also collaborate once a month at the AP/Honors meeting after school.
Throughout the year, there are AP prep classes held by AP teachers before school, during lunch,
after school and on Saturdays.
A-G Completion Rates | A-G completion rates for graduating seniors have generally remained
the same since the last WASC visit. In 2009-10, 32% of LHS graduates met the A-G
requirements and completed all courses required for UC/CSU admission. In 2010-11, 24% of
graduates met the A-G requirements and completed all courses required for UC/CSU admission.
The number of African American graduates meeting A-G requirements decreased by 10% from
2008 to 2011, while the number of Hispanic graduates increased by 5% from 2008 to 2009, then
decreased by 8% from 2009 to 2011. In 2011-12, 27% of LHS graduates met the A-G
requirements and completed all courses required for UC/CSU admission. The A-G completion is
a result of our counselors who work one-on-one with students every year to plan out the most
rigorous program of study based on each student’s potential, prior year’s grades, and test scores.
The expectation is that students will take the more challenging course and not just satisfy
graduation requirements. LHS students meet regularly with counselors and also work closely
with the college/career technician.
Counseling | In 9th grade, students attend a Freshman First Day where they are given a tour of
the school, meet their teachers, receive their schedules, and watch a PowerPoint presentation that
explains A-G requirements, graduation requirements, school policies, and expectations.
Counselors explain the differences between middle and high school and introduce students to
various campus activities. Counselors have an open door policy and meet with all students as
needed.
In 10th grade, counselors hold a Back on Track meeting with parents and students who are
failing three or more classes on the five-week progress report. Our goal is to provide assistance
and intervention early in the school year. Counselors meet with all 10th grade students in their
World History classes where they are informed of graduation requirements, tutoring, college
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expectations, and the importance of getting involved in campus life.
In 11th grade, counselors meet with students in their U.S. History class to review test prep
opportunities, A-G requirements, transcripts, credit recovery opportunities, SAT prep classes,
grades, and college/career plans. Counselors also meet with 11th graders at mid-semester to
ensure that they are on track for graduation.
In 12th grade, counselors meet one-on-one with students and meet with parents of students who
are not on track for graduation. Counselors review transcripts, grades, goals, college plans,
scholarships, opportunities for credit recovery, discuss personal issues, and make referrals if
needed. Counselors also meet with students to pass out the Leuzinger scholarship application and
discuss other scholarship options.
D and F Rates | The percentage of Ds and Fs has significantly lowered in 2011-12 in all core
classes, especially in Math where the % of D/F rates decreased by 15%. Improvements have
been made as a result of staff development dedicated to this issue and department chairs working
with administration and teachers to develop an approach that focuses on student motivation.
Increased teacher and parent contact, tutoring before school, during lunch, and after school, a no
zero policy, re-teaching, and positive student morale have played a major role in lowering the
percentage of Ds and Fs.
In December of 2011, a number of teachers from Leuzinger High School attended a national
conference in Portland, Oregon that dealt with the issues of grading and the meaning of grades.
Teachers discussed the importance of letting student grades be a reflection of what they have
learned rather than a behavioral reflection. The main point is to increase student motivation by
offering students multiple opportunities to learn the content and having students put more effort
in their own learning. The lack of motivation for many students is the zero they receive from
teachers who do not hold them accountable to assignments and assessments not turned in, when
in fact, a grade should reflect student understanding of the content.
Completion Rates | LHS counselors work closely with students to make sure that they complete
the requirements for graduation. LHS also offers e2020 classes that help with credit recovery.
The LHS graduation rate has remained the same the past few years, at 66.6% in 2008, 60% in
2009, 68% in 2010, and 66.8% in 2011. In comparing the graduation rates from 2010 to 2011, all
subgroups had positive growth, with the greatest improvement made in the EL subgroup with a
15.7% increase, followed by the SWD subgroup with +11.9%, the African American subgroup
with +10.3%, and the Hispanic subgroup with +9.5%.
College-Going Culture | Leuzinger has instilled a “college-going culture” and continues to find
ways to facilitate that trend. Several of our school clubs and organizations visit various colleges
and universities to expose students to the college culture. In our main hallway, pictures of
students and the names and logos of the college they plan on attending in the Fall are displayed
to motivate the underclassman at Leuzinger High School. Announcements of scholarship awards
earned by various seniors are displayed as well. Students accepted to a college or university are
congratulated over the PA system. Leuzinger hosts a Senior Banquet for students accepted to
surrounding and out-of-state colleges and universities. More importantly, the increasing dialogue
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between teachers and students as well as students amongst themselves about the necessity of
college has contributed to the college-going culture. As added exposure, the main hallway
displays the pennants from the various colleges and universities that our teachers and alumni
have attended. With most of our students having the potential to be the first in their family to go
to college, it is important that we continue in our efforts to support our students so they can
qualify and be competitive for admission.
The Black Student Union nurtures a relationship with the UCLA S.H.A.P.E. program. The
S.H.A.P.E. (Students Heightening Academic Performance through Education) program offers
tutoring, college literacy, personal counseling, and an annual trip to UCLA. The University of
California, Berkeley’s retention outreach center sends student representatives every year to visit
our classes to provide information about attending Berkeley, and to promote overall college
literacy for our students that may not be academically qualified to attend UC Berkeley.
AVID | The growing AVID Program has played a crucial part in the college bound culture at
Leuzinger. 100% of AVID students are enrolled in UC/CSU approved courses required for
UC/CSU admission. In 2011-12, 98% of AVID graduates met the A-G requirements and passed
all their classes. In addition, 83% (55/66 students) AVID seniors were accepted into a four year
institution, and 75% of the seniors who attended a four year college or university were AVID
students. Of the 11 that did not, two students enlisted in the military and three faced problems
with their legal status. Moreover, three AVID students received full-ride scholarships from
QuestBridge, Posse, and Gates Millenium. The valedictorian, ASB president, and class president
were all AVID students.
Home Groups and Focus Groups looked at school-wide and disaggregated data in the 2011-12
school year and again in Fall of 2012. Increased academic achievement of all students in all
content areas is still the primary focus. In addition, the achievement gap of English Learners and
Special Education subgroups will be a focus. Another concern is to increase the A-G completion
rates. In the effort to balance student needs and available resources, Leuzinger High School has
identified three Critical Academic Needs based on student performance on standardized tests and
classroom assessments. These needs are addressed in the action items within the overall 2012-13
Single Plan for Student Achievement. This plan was reviewed by all departments in the Fall of
2012, with final revisions completed in December of 2012. Data elements have been added or
existing ones expanded to address the academic needs.
CRITICAL ACADEMIC NEEDS
1. Improve the academic achievement of all students in all content areas.
As Measured By:
•
•
•
•
•
CST Scores
CAHSEE Scores
Benchmark Exams and Common Assessments
CELDT Scores
D/F Rates
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2. Improve the percentage of students successfully completing high school, and ensure that they
are properly prepared for college and career.
As Measured By:
•
•
•
•
•
•
•
•
•
Graduation Rate
Dropout Rate
D/F Rate
A-G Completion Rate
EAP Results
UC Writing Assessment Results
SAT Participation and Scores
ACT Participation and Scores
AP Participation and Test Scores
3. Support English Learners and Special Education subgroups to close achievement gaps.
As measured By:
•
•
•
•
•
•
CST Scores
CELDT Scores
Benchmark Exams and Common Assessments
Reclassification Rate
Subgroup Performance on API and AYP Reports
AMAOs
IMPORTANT QUESTIONS
1. How can we replicate and/or expand upon programs that have led to the API growth over
the last few years?
2. How can we strengthen student skills in Algebra 1 and Geometry so that they are more
successful on state assessments?
3. How can we improve the A-G completion rates?
4. What can we do to close the achievement gap for our EL and SWD students?
5. How can we improve the graduation rates?
6. How can we continue to ensure the success of our academies?
7. What training needs to take place in order for all teachers to feel confident using student
performance data to directly impact instruction?
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Chapter III
Progress Report
Chapter III: Progress Report
Leuzinger High School’s most recent self-study occurred in March of 2006, followed by a
limited-term revisit in 2008 and a mid-term progress report and visit in 2009. As recommended
by the WASC Visiting Committee in 2006, our WASC/Single Plan for Student Achievement
guides our ongoing school improvement efforts to graduate college and career-ready students
who exemplify our Expected Schoolwide Learning Results (ESLRs) as effective communicators,
creative and critical thinkers, responsible citizens, and life-long learners.
School-wide progress is a cooperative effort between the students, staff, and parents via the
School Site Council, PTSA, ELAC, parent workshops, various curricular and extra-curricular
committees, faculty collaboration, and regular staff development. All stakeholders in the
Olympian family are intensely proud of our academic progress for student achievement and
continue to develop a rigorous, college-going culture on campus.
Additionally, Leuzinger High School’s Academic Performance Index has been a major focus on
campus. The following table shows the results of the last four years.
API Year
2009
2010
2011
2012
API Score
576
611
643
700
Increase/Decrease
-+34
+33
+58
Leuzinger’s API scores since the last WASC visitation has shown significant gains.
•
From 2009 to 2012, our API score increased by 123 points. This is a tribute to the hard
work of our students, the differentiated teaching strategies of our teachers, and the
administration’s ability to lead Leuzinger in the right direction.
•
From 2009 to 2012, we showed a trend of increasing our score by an average of 41 points
per year, an amazing accomplishment.
•
Our recent API gain improved our Statewide Ranking from a “1” to a “2” which means
that we are no longer in the bottom 10% of all California high schools.
•
Our Similar Schools Ranking also climbed from a "3" to a "4", the third year in a row we
have made improvements in this area. The last time our Similar Schools Ranking was a
“4” was in 2006.
Overview
This chapter will describe the progress made since the last full Self-Study and WASC visit in
2006. It has been divided into four sections. The first section will highlight areas of improvement
identified by the visiting committees as needing immediate attention and outline the action plan
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as referenced from the last WASC visit, Leuzinger’s critical academic needs, and the ESLRs.
The school staff and community joined with the visiting committee in recognizing that it was
essential for these needs to be addressed vigorously and without delay to ensure the continued
successful academic growth of all students served by Leuzinger High School. The second section
will highlight all the significant developments since the last WASC visit to support Leuzinger’s
action plan. The third section will describe additional and continued efforts of the school
community that have ultimately led to our recent API growth. Finally, the fourth section will
describe the implementation and monitoring of the action plan.
SECTION 1
Areas of Improvement
At the conclusion of the last self-study in 2006, the visiting committee identified three areas
for improvement.
1. Increase student achievement in English Language Arts.
2. Increase student achievement in Mathematics.
3. Personalize the Leuzinger High School learning environment.
During the limited-term revisit in 2008, the visiting committee identified one more area for
improvement.
1. Develop evaluation tools to measure the success of the action plans and the impact on
student achievement. The data should be used to sharpen the school focus on the priority
areas for improvement.
Finally, during the mid-term visit in 2009, the visiting committee made the following four
recommendations.
1. Continued progress towards developing and maintaining systems for data analysis and
accountability of all interventions, instructional programs and classroom teaching
strategies.
2. Application of data analysis to curricular, instructional and event planning decisions on
campus for all students.
3. Increased focus and accountability for student centered and dynamic teaching strategies
in all classrooms.
4. Continued growth in the area of communication with parents and students regarding
school activities, grades, college readiness, and graduation requirements.
Action Plan
Based on all the recommendations made by the WASC visiting committees in 2006, 2008, and
2009, Leuzinger High School developed the following four action steps that are aligned to
the WASC action plans.
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1. Increase proficiency levels on the 2008-09 Math and ELA CST by 5% overall by 2011
for students continuously enrolled.
2. Continue to develop systems for data collection and analysis to positively impact student
achievement by Spring 2011.
3. Increase graduation rate and college acceptance rate of continuously enrolled students by
15% and 10% respectively by Spring 2011.
4. Improve staff and student attendance and morale.
Critical Academic Needs
Based on the recommendations from the WASC visiting committees, Leuzinger High School
identified three critical academic needs to address the four areas of improvement. Also, the
three critical academic needs are supported by the action steps indentified in the Single Plan
for Student Achievement.
•
•
•
Critical Academic Need #1: Improve the academic achievement of all students in all
content areas.
Critical Academic Need #2: Improve the percentage of students successfully completing
high school, and ensure that they are properly prepared for college and career.
Critical Academic Need #3: Support English Learners and Special Education subgroups
to close achievement gaps.
ESLRs
1. Possess the literacy skills necessary to understand information from a variety of sources,
express and justify an opinion, and communicate effectively.
SECTION 2
This section will highlight the significant developments since the last WASC visit to support
Leuzinger’s action plan. As a result, each action step will address (a) the areas of improvement
recommended by the WASC visiting committees, (b) the ESLRs and (c) the target growth. In
addition, this section will bring attention to the results since the implementation of the action
plan.
Action Step 1: Increase proficiency levels on the 2008-09 Math and ELA CST by 5% overall by
2011 for students continuously enrolled.
Addresses visiting committee’s areas of improvement (2006): 1 & 2
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strategies.
3. Increased focus and accountability for student centered and dynamic teaching
strategies in all classrooms.
Addresses ESLRs: 1 & 2
1. Possess the literacy skills necessary to understand information from a variety of
sources, express and justify an opinion, and communicate effectively.
Since our last Self-Study, the following actions have been taken to support this action step while
addressing the last WASC visiting committee’s recommendations.
•
Technology Upgrade | Leuzinger High School has made significant technology
upgrades to complement all the new classrooms since the last WASC visit. The use of
technology in the classroom has increased tremendously as teachers are taking advantage
of these resources to increase student engagement. Currently, every classroom at
Leuzinger High School is equipped with an interactive white board, a class set of
responders, a slate, and a document camera. Teachers are also provided with ongoing
training to help them easily navigate through the software that supports the interactive
white board.
•
ALEKS Math Support in Algebra Essentials and Math Success Class | To continue
supporting students who are in math intervention courses, Leuzinger High School
integrated the ALEKS program as part of the curriculum in the Algebra 1 and Geometry
support class. ALEKS, which stands for Assessment and Learning in Knowledge Space,
is an online resource that uses adaptive questioning to assess a student’s current
performance level in math. Teachers use the ALEKS program to help students revisit
Algebra 1 and Geometry concepts and review CAHSEE questions. ALEKS is designed to
scaffold lessons and also has a built-in feature to continuously reassess the students to
ensure that learning is taking place.
•
Saturday CST Prep Classes (Algebra 1, Geometry, and English) | Since the last
WASC visit, Leuzinger High School has implemented a CST Review Class in the areas
of Algebra 1, Geometry, and English. The goal is to better prepare students for CST
testing by providing them with additional support, revisiting key concepts, and reviewing
test-taking strategies. Students were selected based on their Quarter 1 and 2 Benchmark
scores and their most current CST score. Selected students enrolled in Algebra 1,
Geometry, and English were recommended to attend the prep classes the weekend before
the start of the Math and English CSTs.
•
ELA Success | Leuzinger High School has implemented ELA Success for 10th graders
who need extra support in ELA. Students were selected based on their 9th grade SRI and
CST results. The goal of ELA Success is to prepare 10th graders for the CAHSEE test
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while improving their reading and writing skills. ELA Success teachers are also provided
with the opportunity to administer the SRI exam three times a year in the ELA Success
class.
•
Math Lab | Math Lab was developed and implemented by Leuzinger’s Math
department to address students in need of extra math support during lunch and after
school. Math Lab provides students with homework tutoring along with make-up test and
test correction opportunities. Students can also be recommended by their math teachers to
attend Math Lab before they are given the opportunity to make-up a test. Math Lab is
fully operated by Leuzinger math teachers (refer to Appendix for Math Lab schedule).
•
English Enrichment | English Enrichment is an after school program created by
Leuzinger’s English department to offer students extra support in ELA. English
Enrichment is offered to all students who need extra support in their English classes.
English Enrichment is fully operated by Leuzinger English teachers (refer to Appendix
for English Enrichment schedule).
Action Step 2: Continue to develop systems for data collection and analysis to positively impact
student achievement by Spring 2011.
Addresses visiting committee’s area of improvement (2006): 1 & 2
Addresses visiting committee’s area of improvement (2008): 1
1. Develop evaluation tools to measure the success of the action plans and the impact on
student achievement. The data should be used to sharpen the school focus on the priority
areas for improvement.
strategies.
2. Application of data analysis to curricular, instructional and event planning decisions on
campus for all students.
Addresses ESLRs: 1 & 2
1. Possess the literacy skills necessary to understand information from a variety of
sources, express and justify an opinion, and communicate effectively
2. Possess the numeracy skills necessary to logically solve real world problem.
Since our last self-study, the following actions have been taken to support this action step while
•
Data Director | Leuzinger teachers are provided with ongoing training to use Data
Director to access student data (CST, CAHSEE, and Benchmark scores) so that they are
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able to adjust and focus instruction in the appropriate areas to increase overall student
success. In the initial phase of infusing the use of data into the regular practice of
teachers, administration was cognizant of making sure teachers were provided with the
knowledge, skills, and training to use data effectively.
•
Data Teams | Data Teams, consisting of mostly department chairs and academy
coordinators, have met the past two summers to discuss data. Participants are provided
with training on how to locate, create, analyze, and make use of data as well as how to
navigate through online resources such as DataDirector, PowerSchool, DataQuest, and
Ed-Data. Data Teams also spend time reviewing the current student achievement data to
map out strategies for the upcoming school year.
•
Learning Walks | The Learning Walk is a powerful practice that has been adopted by
Leuzinger High School. Every two weeks, a select group of teachers is given release time
to observe other teachers on campus. A Learning Walk starts off with a brief meeting in
the library where all participants engage in a discussion about effective and ineffective
teaching. Additionally, teachers share their understanding of DII teaching practices and
discuss how the practices relate to the effective teaching ideas they noted earlier. The
second part of the Learning Walk is the classroom observation time. Teacher participants
are divided into three groups and accompanied by one administrator to visit eight to ten
classrooms. After each observation, teachers quickly debrief what they observed, jot
down notes on the DII observation template (refer to Appendix for DII observation
template), and then move on to the next classroom. The last part of the Learning Walk is
the debriefing component. After the observations, all three groups reconvene in the
library to discuss their observations. During this process, they reflect on the effective
teaching ideas they noted in the morning. They chart out the positives and negatives they
observed in the areas of lesson structure and sequence, student engagement, feedback and
correctives, proactive classroom management, instructional environment, and standards
and lesson objectives. The teachers then discuss the next steps as a school to continue to
improve teaching practices.
•
Bi-Monthly Collaboration | All teachers at Leuzinger High School participate in bimonthly departmental collaboration. During collaboration, teachers engage in discussions
related to teaching and learning. More specifically, collaboration is often focused on
curriculum development, pacing, best practices, assessment, and data analysis.
Collaboration also helps Leuzinger teachers gain shared knowledge resulting in informed
professional decisions and the possibility of a department-wide consensus.
•
Monitoring of EL Students | English Learners at Leuzinger are administered the
CELDT test, a required state test for English language proficiency. It is given as an initial
assessment to newly enrolled students whose primary language is other than English, and
as an annual assessment to students previously identified as English Learners enrolled at
Leuzinger High School. EL students are closely monitored at the time of placement and
then throughout the school year to ensure that they are receiving appropriate instruction.
The ELD Coordinator regularly pulls data on EL students to ensure they are receiving the
proper support in their classrooms.
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•
ELD Program Flow | Over the past three years, the ELD Department at Leuzinger
High School has undergone a number of changes in order to better meet the needs of its
English Learners. In regards to short-term English learners, the school has streamlined its
ELD courses. Students in this group are given an Edge Placement test at registration in
order to determine proper placement in one of our four ELD courses: Fundamentals,
Level A, Level B and Level C. This last course is a one period course taken in
conjunction with a regular English 9 SL class that allows ELD students to make up any
English credits they might be missing from participating in the ELD curriculum. Shortterm ELs take the Edge Gains test at multiple points in the semester in order to identify
students who will be able to skip a level at the semester. This allows the department to
make placement determinations throughout the year as opposed to the more rigid system
used in prior years where a student was not given a placement test and would have to
complete a full one-year course in order to move up to the next level regardless of skill
level. This added flexibility encourages faster language acquisition and increases a
student's motivation to improve. It also provides the added benefit of being able to
complete the ELD program and then move out into the mainstream classes to complete
the graduation and college entrance requirements.
•
ELD Test Prep Support | The ELD Department has put into place a number of test
prep support elements for English Learners. At the beginning of the year, ELs are
informed of their scores and teachers have the opportunity to share their expectations for
the coming year. Saturday CELDT prep sessions are held in May. In addition, English
Learners receive CAHSEE and CST support in class as well as during CAHSEE and CST
Boot Camp sessions.
•
Title 1 Meetings | Title 1 meetings are held on the third Thursdays of every month from
6pm to 7pm. Parents are contacted through the school’s auto-dialer two days before the
Title 1 meeting. Title 1 meetings provide information about Leuzinger’s participation in
Title 1 programs, requirements of Title 1 programs, parental involvement rights, and
information about our school’s progress towards meeting federal Adequate Yearly
Progress (AYP) targets.
•
ELAC (English Learners Advisory Committee) Meetings | ELAC meetings are held
on the first Tuesday of every month from 5pm to 7pm. The overall aim of each ELAC
meeting is to discuss how Leuzinger’s English Learner program can assist in the
development of the school goals, objectives, and priorities of the program, while advising
on the materials and evaluation of the site program. Additionally, the ELAC committee
advises the principal, school staff, and the School Site Council on programs and services
for English Learners.
•
DELAC (District English Learners Advisory Committee) Meetings | Our ELAC
committee is also part of our district-wide DELAC committee. DELAC meetings are held
on the first Monday of every month at the district office from 6pm to 7:30pm. The role of
the DELAC committee is to advise the School Board on programs and services for
English Learners. It helps monitor the progress of the various ELACs, while advising
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ELAC representatives on how to continuously improve their ELAC committee to better
serve English Learners.
Action Step 3: Increase graduation rate and college acceptance rate of continuously enrolled
students by 15% and 10% respectively by Spring 2011.
Addresses visiting committee’s area of improvement (2009): 3 & 4
3. Increased focus and accountability for student centered and dynamic teaching
strategies in all classrooms.
Addresses ESLRs: 3
Since our last self-study, the following actions have been taken to support this action step while
•
CAHSEE Boot Camp for 10th Graders | Select tenth grade students were provided
with additional support and preparation prior to taking their first CAHSEE exam.
Students were selected based on their first semester grades, Benchmark scores, CST
scores, attendance, and teacher recommendations. The effort to focus on specific students
reflected our school’s data-driven decision making process. Students who were selected
for CAHSEE Boot Camp were enrolled in a class for eight days where they received
Math, English, and test-taking strategies designed specifically for the exit exam.
Arrangements were made with teachers to allow these students to make-up any missing
assignments or tests. The success of the CAHSEE Boot Camp contributed to our school’s
increasing CAHSEE pass rates.
•
Direct Interactive Instruction | Leuzinger teachers are currently implementing
research-based instructional strategies called Direct Interactive Instruction (DII).
Leuzinger High School partnered with Action Learning Systems, Inc. (ALS) to provide
teachers with training on how to design and implement interactive lesson plans to
increase student engagement in the classroom. All teachers were given release time to
work individually with an ALS representative. This consisted of a planning period,
modeling period, and a debriefing period. DII increases student-to-student and student-toteacher interaction throughout the lesson. The DII practice models an “I do” alone, “We
Do” as a class, “You Do with Support” with your partner, and “You Do” alone pattern
with the combination of think time, pair sharing, revisiting of daily objectives, frequent
checking for understanding, and a closing activity. DII lessons are interactive and well
aligned to state standards.
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•
Free SAT Prep Courses | All 10th, 11th, and 12th graders are provided with a free SAT
Preparation course. As an effort to help students raise their SAT scores, Leuzinger High
School, in partnership with Kaplan K-12 Learning Services, offers a free SAT prep
course. This 10-week program is offered in both the Fall and Spring semesters. The
program prepares the students for the December and March tests. Classes are held after
school on Wednesdays from 3:30pm to 6:30pm and on Saturdays from 9am to 1pm.
There is a $50 refundable fee charged to students when they register for this class.
Students must attend all sessions in order to get their refund.
•
All Science Courses are UC Approved | All science courses are now UC approved.
Since the last WASC visit, Leuzinger High School has eliminated Earth Science and
Introduction to Physical Science for general education students, and added AP
Chemistry. To better equip our students with the science background that is needed to
succeed in post-secondary education, all incoming 9th graders are now placed in Biology.
As our school community strives to meet the needs of students to become better prepared
for college and careers, we will continue to create a curriculum that integrates academic
content with career-related content, providing both rigor and relevance that meets
UC/CSU eligibility requirements for students.
•
Elimination of Quad Model Math Classes | Leuzinger High School is committed to
continuous improvement. Since the last WASC visit, our school has discontinued the
Algebra 1 and Geometry quad model. This concept divided up a year-long math class
into four quads and only allowed students to advance to the next quad if they passed their
current class. After careful evaluation and consideration at both the district and site
levels, the quad model was eliminated because too many students were being held back at
the end of the quarter. After the elimination of the quad model, the Algebra 1 and
Geometry curriculum went back to the traditional semester model. Leuzinger High
School is always analyzing the impact of the changes to discover new and effective ways
to increase student learning and accomplish the purpose of the school’s vision.
•
More Advanced Placement (AP) Classes | The number of Advanced Placement
classes has increased since the last visit. The latest additions to Leuzinger’s Advanced
Placement Program include AP Chemistry, AP Studio Art, AP Human Geography, and
AP French. All four additions were approved by the CollegeBoard as part of the
Advanced Placement Program to offer students the opportunity to earn college credits at
the high school level. These courses were designed to target highly motivated students by
challenging them with a rigorous curriculum that prepares them for the AP exams in
May. In addition to increased AP classes, there has also been increased enrollment due to
the open access policy.
•
Academies | Leuzinger High School has three academies: (1) Environmental Careers
Academy (2) Multimedia Careers Academy, and the most recent addition, (3) Advanced
Academics Academy. Leuzinger’s academies operate as a school within a school
reinforced by an academic and vocational curriculum that supports students and teachers
with involvement of community partners and local businesses to embrace skills
development and academic success. Additionally, Leuzinger’s academies operate as
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small learning communities, provide internships to students, help students fulfill A-G
requirements, and prepare them to attend a four-year university.
•
ECA and MCA | The ECA and MCA serve tenth through twelfth grade students and
are structured in a similar cohort model. Students are assigned to academy teachers in the
subject areas of English, Math, History, and Science. Both academies are California
Partnership Academies (CPA) and therefore receive state funding and must adhere to
CPA enrollment guidelines. Fifty percent of the academies’ enrollment must consist of
at-risk students. At-risk students must have three or more of the following characteristics:
(a) poor attendance, (b) history of underachievement, (c) a low level of interest in the
regular academic program, (d) economic or educational disadvantage, or (e) interest in
the academy program, willingness to change study and behavior habits, and motivation to
start on a career path.
•
AAA | Advanced Academics Academy is the latest addition to the small learning
community component at Leuzinger High School. Advanced Academics Academy, also
known as AAA or Triple A, will officially start in the Fall of 2012 and will only enroll a
selected group of ninth graders. Students interested in applying must have at least a 3.5
GPA, score Proficient or Advanced on 7th grade CST’s, submit a letter of
recommendation from a middle school teacher, and provide the academy with a writing
sample. AAA’s objective is to provide students with a challenging and rigorous
coursework that will prepare them for any four-year university that they choose to attend.
Graduates from Leuzinger’s Advanced Academics Academy with a score of “3” or
higher on five AP exams will be awarded with an Advanced Placement International
Diploma (APID).
•
Co-Taught Classes | The co-teaching practice was implemented at Leuzinger during
the 2011-12 school year. This instructional practice, also known as inclusion, provides
support and services to special education students in a general education setting. A cotaught class consists of two teachers (1 general education teacher and 1 special education
teacher) and 36 students (approximately 28 general education students and 8 special
education students). The goal of co-taught classes is to ensure that students with
disabilities obtain a more structured and appropriate education within their community.
These classes are taught by both teachers with the full implementation of research-based
team teaching practices.
•
Learning Center | Special education students are provided with a Learning Center
period where they receive extra support in all their classes. Students enrolled in the
Learning Center class are provided with note-taking skills, extra time to complete a test,
and homework help.
•
Specialized Academic Instruction (SAI) Program for Special Education | Special
education students who are not mainstreamed are enrolled in Leuzinger’s SAI class. The
benefits of SAI instruction is the smaller setting. The curriculum is aligned with the
general education curriculum. All support, modifications, and accommodations are made
to meet the individual needs of the students. SAI teachers participate in collaboration
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meetings with the general education department for the courses they teach. Additionally,
SAI teachers are provided with an instructional aide.
•
ELD Curriculum (EDGE) | Since our last WASC visit, we have implemented the
EDGE curriculum for ELD students. Prior to this implementation, ELD students received
a haphazard combination of teacher created units, a middle school ELD curriculum (High
Point), and random projects and reading materials collected over the years. Our current
curriculum is standards-based, offers more age-appropriate readings and activities,
contains a robust on-line assessment component that provides the teacher and student
with a more accurate reflection of their language skills, and helps with placement
determinations. Edge offers four levels: Fundamentals for beginners, Level A for
intermediate students, Level B for advanced students, and Level C for students who
might need an additional semester or year prior to their transition into mainstream
classes. All ELD courses are two-period blocks with the exception of Level C, which is a
one-hour class, but is taken in conjunction with a one-hour regular English 9 SL class.
The students in the Fundamentals course receive additional support in the form of a one
period System 44 course that focuses on phonetic awareness and acquisition. Students
who move rapidly through the components of System 44 have the option of continued
support through the Read 180 Curriculum. None of these elements were available to our
ELD students during our last WASC visit.
•
Monthly New Teacher Workshops | First and second year teachers are provided with
paid monthly professional development workshops. The workshops are held on the last
Wednesday of every month from 3:15pm to 4:15pm. Every workshop focuses on a
different topic that benefits new teachers such as classroom management, use of
technology, grading policies, English learners, special education, and teaching practices.
Each workshop is led by a different presenter, consisting of veteran classroom teachers,
site administrators, district level administrators, and coordinators.
Action Step 4: LHS works to improve staff and student attendance and morale.
Addresses ESLRs: 3
Since the last self-study, the following actions have been taken to support this action step while
•
Implementation of PLASCO ID | Since the last WASC visit, Leuzinger High School
has partnered with PLASCO ID to help monitor student attendance and tardiness.
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PLASCO ID has efficiently streamlined the issuing of tardy passes to students while
tracking student tardiness. When tardy, students are to report to campus safety officers or
the attendance office to receive a pass which is generated within seconds upon receiving
the student’s identification number. As a result, fewer students are waiting for tardy
passes in the morning and during passing period which allows for more class time.
•
Saturday School | Since the last WASC visit, Leuzinger High School has implemented
Saturday school to support the school’s progressive disciplinary program and help with
attendance recovery. On average, Saturday school is held twice a month throughout the
school year from 8am to 12pm. Some students are assigned Saturday school due to
disciplinary reasons, as recommended by their parents or administration. Others attend
Saturday school to clear unexcused absences. Below is a chart that breaks down the
amount of ADA recovered from the Saturday School program during the 2011-12 school
year.
•
Weekly Prizes for Perfect Attendance | As an effort to increase the attendance rate,
Leuzinger High School implemented a perfect attendance program for students. During
the school year, any student with perfect weekly attendance is entered in a weekly
“perfect attendance” raffle. Every week, one name is randomly selected and the winner is
given a prize. Last year, prizes consisted of gift cards, iPod Nanos, and even an iPad
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during the final week. The winners and their prizes were announced over the PA system
during weekly announcements.
•
Star Awards and Top 100 Assembly | The STAR Awards and the Top 100 Assembly
are two new awards ceremony implemented at Leuzinger High School since the last
WASC visit. The STAR Awards is an evening celebration where students across grade
levels are recognized for their accomplishments on their most recent CST results.
Students who scored Advanced or Proficient across the board were recognized as gold
medalists. Students who band jumped in two or more areas were honored as silver
medalists. Students who band jumped in one area were recognized as bronze medalists.
The Top 100 Assembly recognized the top twenty-five students from all four grade levels
based on their grade point averages. Students who were honored at either assembly were
awarded with a certificate and a Leuzinger t-shirt. Parents were also invited to attend the
assemblies in honor of their child’s performance.
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•
Back on Track Night | Back on Track night was implemented in the 2010-11 school
year. It is held for parents of ninth and tenth grade students who failed two or more
classes in the first ten weeks of the Fall semester. Spanish translation is provided for
parents who speak limited English. The meeting revisits graduation requirements,
provides strategies for supporting academic achievement, and offers suggestions for
family accountability at home. Parents have responded positively to the school’s effort in
trying to help all students succeed. These meetings will now include Long Term English
Learners as part of our school’s LTEL Monitoring and Intervention Plan.
•
CELDT Awards Night | For two years now, the ELD coordinator has held CELDT
Award nights in which Leuzinger High School recognizes English Learners who have
made improvements in the CELDT over the prior year. English Learners who met the
proficiency requirements of the CELDT are also recognized. An invitation is sent home
along with a Blackboard Connect recorded message. The ELD Coordinator also holds an
ELAC meeting prior to this recognition to discuss the event with parents and to
encourage continued improvement from their students. At the event, the English Learners
who are recognized receive a certificate as well as a Leuzinger t-shirt. We believe that
such recognition has had an impact on our ELs morale and the effort they put on the
CELDT, and our improved CELDT scores are a clear evidence of this.
•
Parent Portal | Leuzinger’s parent portal allows parents/guardians to monitor the
progress of their students online. All parents are provided with individualized usernames
and passwords to access the portal. Parents can monitor student attendance, test scores,
and homework assignments from home. All information provided by the portal reflects
the most current information in the school’s system.
•
Increased Scholarship Recipients | The Leuzinger community has significantly
increased efforts to help students receive prestigious scholarships. In 2011, two
Leuzinger students were awarded with the Gates Millennium Scholarship, followed by an
additional Gates Millennium recipient in 2012. Leuzinger students were also awarded
with other scholarships such as the QuestBridge scholarship and the Posse scholarship.
•
Blackboard Connect | Since the last WASC visitation, Leuzinger High School has
implemented the Blackboard Connect phone system. This resource allows teachers,
counselors, and administrators to send personalized messages in multiple languages to the
families or guardians of Leuzinger students. These messages provide the family
information regarding classroom behavior, academic performance, and scheduling of
upcoming examinations.
SECTION 3
This section will describe additional and continued efforts from the school community that have
ultimately led to our recent API growth.
Advanced Academics Academy (AAA) | Advanced Academics Academy is the latest addition
to the small learning community component at Leuzinger High School. Advanced Academics
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Academy, also known as AAA or Triple A, will officially start in the Fall of 2012 and will only
enroll a selected group of ninth graders. Students interested in applying must have at least a 3.5
GPA, score Proficient or Advanced on 7th grade CST’s, submit a letter of recommendation from
a middle school teacher, and provide the academy with a writing sample. AAA’s objective is to
provide students with a challenging and rigorous coursework that will prepare them for any fouryear university that they choose to attend. Graduates from Leuzinger’s Advanced Academics
Academy with a score of “3” or higher on five AP exams will be awarded with an Advanced
Placement International Diploma (APID).
Student Placement Matrix | The student placement matrix is a tool used by our counselors to
help guide student placement. Created by Leuzinger’s administration team, the placement matrix
contains a variety of student data which includes CST scores, Benchmark scores, and previous
semester’s class and grade. This matrix provides counselors with recommendations on student
placement for the subsequent semester. The placement matrix helps counselors identify students
who have the potential to be successful in Advanced Placement or honors classes. Below is an
example of a matrix that provides recommendations for ELA and Math placement.
44 Brand New Classrooms | We are currently in the process of a multi-phase new construction
project. The new Center for Arts & Sciences building opened for the 2011-12 school year. It
includes three two-story buildings comprised of 36 classrooms and eight state-of-the-art science
labs; three sets of boys and girls restrooms, and elevators; installation of interactive multimedia
technology with internet connectivity; and an outdoor learning environment that includes two
amphitheater lecture areas, one on each end of the open courtyard. All the classrooms are clean,
well-ventilated, and spacious to help students maximize their academic experience. The new
classrooms are currently occupied by our English, Math, Word Language, Science, and ELD
departments. Phase II construction has begun and will include another two-story classroom
building, a cafeteria, art classrooms, and a food science, nutrition, and fitness academy facility. It
is projected to open for the 2014-15 school year.
Writing Across the Curriculum | In commitment to CVUHSD’s vision that all students will
be prepared to meet the challenges of higher education and one of Leuzinger’s ESLRs that
students will possess the literacy skills necessary to understand information from a variety of
sources, express and justify an opinion, and communicate effectively, Leuzinger students are
taught to communicate through writing, not just in ELA classes, but in all core content areas.
Math, Science, Social Science, and Elective teachers provide students with real-life ideas and
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questions to explore and expand on through writing projects. These assignments provide students
with the opportunity to develop the questioning, problem-solving, and organization skills that
contribute to good writing. The Math curriculum includes quarterly writing assignments and
projects in all levels. Social Science teachers require students to write essays throughout the year
focusing on answering specific prompts and organizing the essay by clustering. They also assign
a final term paper after the CSTs. In addition, Anatomy teachers require students to conduct and
write research papers on skin disorders, muscular disorders, endocrine diseases, neurological
illness, and STDs. Biology students are required to complete quarterly writing common
assessments and lab reports. Chemistry and AP Environmental students write multiple lab
reports throughout the year. Physics students are required to write short essays on every test.
Furthermore, the ELD curriculum incorporates writing in a number of ways. Each unit is
composed of three clusters of two readings each. At the end of each cluster, there are short
response questions and brief writing assignments that target a specific writing skill, such as focus
or unity. At the end of each unit, a full essay is assigned based on the readings of the unit. These
essays range from personal narratives to persuasive writing. Moreover, Art students are required
to respond to, analyze, and make judgements about works in the visual arts through writing.
Common Core Collaboration | Leuzinger teachers are provided with collaboration time to
discuss the transition from California State Standards to Common Core Standards. During
common core collaboration, teachers are provided with a clear understanding of the common
core changes and what students are expected to learn. Leuzinger teachers, counselors, and
administrators participate in both departmental and school-wide collaboration to learn about the
context and rationale for common core and college/career readiness standards.
Positive Behavioral Interventions and Supports (PBIS) | Leuzinger High School has taken a
proactive approach in improving student academic and behavior outcomes. The entire learning
community ensures all students have access to the most effective and accurately implemented
instructional and behavioral practices. LHS is implementing PBIS in the fall of next year to
assure we are reaching all students. The operational framework for achieving positive student
academic and behavior has been slowly established in the last three years. We have seen a
decrease in classroom disruptions and fewer suspensions, which have contributed to our
increasing API scores (124-point gain in the past three years). Our next step is to implement a
researched-based Response to Intervention (RTI) plan that will result in a decrease in failures
and an increase in graduation rate and student success.
Four integrated elements provide support to our learning community for positive outcomes of
student achievement: (a) multiple forms of data for decision making, (b) measurable outcomes
supported and evaluated by data, (c) strategies and practices with evidence that these outcomes
are achievable, and (d) support systems that efficiently and effectively support implementation of
these practices.
These four elements are guided by six important standards:
•
•
•
Continue to utilize scientifically-based behavior and academic interventions and supports
Use the data to solve critical issues
Be aware of the environment to prevent the occurrence of problem behaviors
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•
•
•
Teach and encourage positive social skills and behaviors
Implement evidence-based behavioral practices
Monitor student performance & progress continuously
Leuzinger High School has established a system to implement school-wide positive behavior and
support to all students with integrity. The expectation is to have teaching and learning
environments that:
•
•
•
•
•
Are less reactive, aversive, dangerous, and exclusionary
Improve supports for students whose behaviors require more specialized assistance (e.g.,
emotional and behavioral disorders, mental health)
Are more engaging, responsive, preventive, and productive
Address classroom management and disciplinary issues (e.g. attendance, tardiness,
bullying, antisocial behavior)
Most importantly, maximize academic engagement and achievement for all students.
Our RTI model will be driven by evidence-based behavioral practices and systems. Students will
experience supports based on their behavioral responsiveness to intervention. A three-tiered
prevention (see Appendix for PBIS Pyramid) requires that all students receive support at the
universal or primary tier. If the behavior of a student is not responsive, more intensive behavioral
supports are provided in the form of a group contingency at the selected or secondary tier or a
highly individualized plan at intensive or tertiary tier.
The RTI model will effectively teach appropriate behavior to all students founded on the
assumption and belief that all students can exhibit appropriate behavior. As a result, it is our
responsibility to identify the setting, events, and environmental conditions that enable
appropriate behavior. We then must determine the means and systems to provide those resources.
Intervention must be early. It is best practice to intervene before unwelcomed behaviors occur.
If we intervene before problematic behaviors escalate, the interventions are much more
manageable. Highly effective universal interventions in the early stages of implementation that
are time sensitive and continuous with strong empirical support will increase effectiveness for
our at-risk students. Through the use of a multi-tiered model, the students will be provided with
an efficient, needs-driven resource system to match behavioral resources with student needs. To
achieve high rates of student success for all students, instruction in the classroom must be
differentiated in both nature and intensity.
The PBIS Team will be utilizing scientifically-based curricula and interventions. The researchbased interventions will provide the best opportunity at implementing strategies that will be
effective for a large majority of students. All PLC (Professional Learning Community) members
will monitor the student’s progress to inform if the intervention plan is effective. The PBIS Team
will use assessments that will be collected frequently to help monitor changes in the student’s
behavior and academic progress. All decisions to support the student will be monitored through
the use of data. All data-based decisions regarding student response to the interventions is
essential to our practice. We will be utilizing multiple forms of assessments: (a) screening of data
of the total office discipline referrals, (b) diagnostic determination of data problem behavior and
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location, and (c) progress monitoring to determine if the behavioral interventions are producing
the desired effects.
The primary prevention is significant within the structural framework of each educational unit
from reactive approaches to proactive systems that change performance. This effort cohesively
unites all the adults in using a common language, shared practices, and consistent application of
positive and negative reinforcement.
The primary prevention of PBIS consists of rules, routines, and classroom environments that are
developed and taught by the PBIS Team which will consists of the dean, teachers, parents and
students to prevent negative behavior. Leuzinger High School’s behavior expectations are: (1)
Be honest – with your family, friends and adults (2) Do the right thing – students know the
difference between what’s right and what’s wrong, and (3) Treat other’s how you want to be
treated – “the Golden Rule” regarding respect for others.
Through our PBIS Team, our goal is 10% fewer office discipline referrals per month, 15% less
suspensions, and 10% less expulsions.
PBIS through PLASCO Trac | Leuzinger is using PLASCO Trac to support the PBIS
program by allowing teachers to assign positive behavior points from their classrooms. As soon
as a student is caught doing something good, they are rewarded with merit points that accumulate
to be redeemed for a more substantial reward. The PBIS incentive program helps Leuzinger
reach its program goals by providing consistency and accuracy in the data collection process as
well as reporting and analysis tools that help administrators monitor its effectiveness. The goal of
this PBIS program is to reduce unnecessary punishment such as discipline referrals, detentions,
suspensions, and expulsions.
SECTION 4
Implementation and Monitoring of School-Wide Action Plan | Leuzinger has a school-wide
action plan that integrates all of the WASC critical areas for follow-up. The SPSA (Single Plan
for Student Achievement) is also used to rationalize and determine all categorical fund
expenditures. The administrative team, consisting of the principal, two assistant principals, and
activities director take primary responsibility for ensuring that the school-wide action plan is
carried out. Additionally, the OLT (Olympian Leadership Team) monitors and measures the
success of programs as they are implemented, agrees on which programs to implement, and
decides how the implementation should occur. Department chairs also assist in monitoring the
school-wide action plan during their collaboration meetings throughout the year. Monitoring of
the SPSA is an on-going collaborative effort. In addition, the SSC (School Site Council) meets
once a month in order to discuss the progress of the SPSA and to add any input related to the
plan. The input from the SSC is then shared with the administrative team for further discussion.
As the year progresses, the SPSA is updated with recommendations from all stakeholders. At the
close of the year, all stakeholders evaluate the action plan to make further recommendations.
Once all recommendations are finalized, the SPSA is presented to the School Board for adoption
and approval at the beginning of each school year.
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The 2012-13 Single Plan for Student Achievement is guided by the following action plan to
support student success:
•
All students will reach high standards, at a minimum, attaining proficiency or better in English,
Math, Social Science and Science.
•
All Limited English Proficient students will become proficient in English and reach high
academic standards, at a minimum attaining proficiency or better in Reading, Language Arts,
and Mathematics.
•
All students will be educated in learning environment that are safe, drug free, and conducive to
learning.
•
All students will graduate from high school.
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Chapter IV
Quality of School Program
Focus Group A: Organization – Vision and Purpose,
Governance, Leadership and Staff, and Resources
Leader:
Miguel Rojas, Jr. | ELD and World Languages Teacher, ELD Coordinator | Rm. H-101
Certificated Staff:
Eric Choi | Science Teacher
Felix Colon | Computer and e2020 Teacher
Amalia Gomez | Social Science Teacher
Claudia Gonzalez | Social Science Teacher
Strawn Holmes | English Teacher, English Department Chair
Kyle Jennings | Fine Arts Teacher
Bert McCoy | English Teacher
Valerie Meyer | e2020 Teacher
Emily Soong | Math and World Languages Teacher
Crystal Thayer | World Languages Teacher
Dean Traylor | Special Education Teacher
Mike Whitt | Physical Education Teacher
Counselor:
Donna McCoy | Counselor
Students:
Jessica Alvarez
Kristin Bretz
Jose Campos
Kim Garcia
Stephanie Lawrence
Samantha Leiva
Erika Melendez
Ernie Montoya
Diana Nguyen
Chidinma Okwonko
Kimberly Rodriguez
Jocelyn To
Parents:
Nancy Damiani
Alfredo Gomez
Maria Gonzalez
Marsha Houle
Silvia Montes
Faith Omoruyi
Samson Quilario
Ana Vailea
Kenneth Vinson
Classified Staff:
Keith Adsen | Instructional Aide
Marisol Arizaga | Attendance
Mireya Barron | Instructional Aide
Cynthia Brown | Instructional Aide
Matt Carver | Auditorium Technician
La Rhonda Choice | Safety
Lorena Gomez | Cafeteria
Alma Gutierrez | Cafeteria
Pablo Martinez | Cafeteria Manager
Richard Sanden | Maintenance
Jarell Tullous | Safety
Mike Westrup | Plant Manager
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A | Organization – Vision and Purpose, Governance, Leadership and Staff, and Resources
A1
•
•
To what extent does the school have a clearly stated vision or purpose based on its
student needs, current educational research, and the belief that all students can achieve
at high levels?
To what extent is the school’s purpose supported by the governing board and the central
administration and further by expected school-wide learning results and the academic
standards?
Leuzinger High School has a clear, coherent vision statement that communicates to all
stakeholders the goals and objectives for our students and overall school community. Our vision
statement is focused on how students should perform. It is based upon high standards of
achievement and reflects current education research and practice. Leuzinger High School’s
vision also takes into account the student and community profile data and reflects our belief that
all students can learn.
The Leuzinger High School curriculum is governed by the California State Academic Standards
and our Expected School-wide Learning Results (ESLRs). Our mission statement and vision is
supported by all community stakeholders.
Leuzinger High School received input from all stakeholders and each focus group to develop
and, over time, revise the ESLRs. Representatives of all segments of the school community
collaborated to establish a vision of what students should know upon graduation from high
school. The processes that ensure the involvement of representatives from the entire school
community in the development and refinement of the vision and ESLRs are effective.
Collaborative efforts were made with stakeholder input to review the vision statement, and the
school community revisits the ESLRs regularly. Students, teachers, and staff members of our
school demonstrate understanding of and commitment to the vision statement and the ESLRs.
School administration, coordinators, and department chairs are in constant communication with
district administration as we coordinate the implementation of the LEA plan and its alignment
with Leuzinger’s School-wide Action Plan. The district frequently seeks input and requests
participation of these school representatives. For example, the ELD Coordinator receives support
from the Director of Federal and State Programs, Hatha Parrish, and Kelly Santos, the Director
of Curriculum and Instruction. They meet on a monthly basis and communicate almost daily. It
is at these meetings that the Leuzinger and district leadership have the opportunity to collaborate
with one another and with the parents who join them to provide input and support.
Strengths:
• Vision and ESLRs are aligned
• Vision and ELSRs are focused and measurable
• Vision reflects high expectations for all students
• District alignment and improved data flow between district and school
• Data-driven
• Results-oriented
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•
•
Collaboration-oriented school culture
Parent representation at DELAC meetings
Key Issues:
• Not everyone is aware that the vision of the district and school are aligned
• A need for constant communication and reminders to all stakeholders regarding
Leuzinger’s vision
Important Evidence:
• Vision statement
• ESLRs
• LEA plan
• Board policy manual
• Single Plan for Student Achievement
• Leadership teams
• Data samples regarding courses taken by students
• Collaboration agendas
• SSC agendas
• ELAC agendas
• DELAC agendas
• OLT
• Focus Group meetings
• Data
o Improved CST data
o Improved CAHSEE data
o Improved CELDT data
o Benchmarks
o Improved graduation rate
A2
•
•
•
To what extent does the governing board have policies and bylaws that are aligned with
the school’s purpose and support the achievement of the expected school-wide learning
results and academic standards based on data-driven instructional decisions for the
school?
To what extent does the governing board delegate implementation of these policies to the
professional staff?
To what extent does the governing board regularly monitor results and approve the
single school-wide action plan and its relationship to the Local Educational Agency
(LEA) plan?
The CVUHSD Board of Trustees clearly states its regulations, policies, and procedures in the
district’s board policy manual and on the district’s website. The school district informs all
stakeholders of its activities by sending publications and posting information through this
website. Leuzinger benefits from a governing board that provides valuable guidance, input, and
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data to the school that helps drive instructional decisions. The school follows the leadership of
the governing board by implementing CVUHSD regulations, policies, and instructional decisions
that are aligned with Leuzinger's ESLRs. With input from the Olympian Leadership Team and
the direction of the administration, Leuzinger is able to implement these policies. This is an
ongoing, yearly process, which in turn drives the Single Plan for Student Achievement. The ELD
Coordinator, Principal, district personnel, and our ELAC President are currently reviewing and
updating our district’s LEA Plan.
CVUHSD is a data-driven district. The Board of Trustees expects each school to use Data
Director and other test scoring programs to guide and improve upon previous achievement. The
governing board is regularly informed of the school’s performance enabling the board to
establish policy for the school.
Leuzinger, through its Olympian Leadership Team, School Site Council, ELAC, and the
administration, is in constant communication with all stakeholders to relay new information
pertaining to governing board policies. There is a clear governance structure at the school. The
principal and administration work regularly with Coordinators and Department Chairs, as well as
with teachers, to make sure that we continue to focus on meeting the needs of all our students.
Parents and students participate in a formalized process through a number of avenues, ranging
from ASB and Title I parent meetings to ELAC and DELAC representation, and participation in
the School Site Council. Department Chairs, Coordinators, and counselors also meet on a
monthly basis with district leadership.
Strengths:
• Strong links of communication between leadership at the district office and school
leadership
• Open communication between school administration, teacher leadership, and teachers
• Parent participation in key leadership groups: ELAC, DELAC, SSC, Title I meetings,
WASC Committees
• Use of data drives implementation of the School-wide Action Plan
• Teacher leaders understand the school’s vision and work closely with the members of
their departments to achieve our vision and meet our student’s critical academic needs
• Strong culture of collaboration which focuses on academic standards and student
achievement
Key Issues:
• Issues accessing stored (previous years’) data in PowerSchool / Data Director
• Parent participation fluctuates
Important Evidence:
• Vision statement
• ESLRs
• LEA plan
• Board policy manual
• Leadership teams
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•
•
•
•
•
•
•
•
•
A3
•
•
ELAC BlackBoard Connect Messages
Title I BlackBoard Connect Messages
Collaboration agendas
ELAC agendas and minutes
DELAC agendas and minutes
SSC agendas and minutes
OLT
Focus Group meetings
Data
o Improved CST data
o Improved CAHSEE data
o Improved CELDT data
o Benchmarks
o Improved graduation rate
To what extent based on student achievement data, does the school leadership and staff make
decisions and initiate activities that focus on all students achieving the expected school-wide
learning results and academic standards?
To what extent does the school leadership and staff annually monitor and refine the
single school-wide action plan based on analysis of data to ensure alignment with student
needs?
All stakeholders are involved in the placement of students in courses based on achievement data.
Stakeholders are in constant communication with one another regarding the Single Plan for
Student Achievement, annually monitoring and refining it based on the school's critical academic
needs, ESLRs, and the academic standards. Activities such as placing students in CAHSEE boot
camp, SAT preparation courses, and tutoring are based on individual academic needs as well as
the needs of the school as a whole. Newcomer English Learners are initially given a placement
exam, in addition to the CELDT, to determine proper ELD course enrollment. At least three
times during the year, their progress is evaluated and adjustments are made when the data
reflects an ELD student is ready to skip a level. The school also has a process in place to
properly determine LTEL (Long Term English Learners) placement in support classes such as
Read 180 and ELA Success. All teachers at the school receive at least two English Learner
reports from the school’s ELD Coordinator. Teachers use these reports to identify and plan
appropriate instruction for all ELs. Special education students are closely monitored by their case
carriers. Case carriers utilize student achievement data such as grades, attendance, CST and
CAHSEE scores to assist with scheduling and placement for special education students. The data
is also included in the IEP to help students succeed at the highest possible level. SAI
(Specialized Academic Instructions) classes are offered to special education students who require
a smaller class setting and more individualized attention.
Over the summer, a number of key data-related events take place. Data Teams spend a couple of
days reviewing the current student achievement data to map out strategies for the upcoming
school year. Department Teams also get together to share and review student data, modify pacing
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plans, create common assessments, and collaborate in the implementation of curriculum. As
CELDT testing is under way, the ELD Coordinator reviews pertinent data with English Learners,
shares current goals and targets, and plans Saturday CELDT interventions. At these sessions,
ELs learn about their scores and current language levels. They also complete a full-length
practice test.
Leuzinger High School is committed to using data in creative, innovative ways. Data is the
driving force behind our efforts. Our planning process hinges on the collaboration of all
stakeholders and the sharing and review of student achievement data. For example, counselors
use data provided by our feeder schools to identify our incoming freshmen as they begin to work
on their 9th grade schedules. They look at CST data and courses completed in the 8th grade to
more accurately determine placement of students. Taking such steps is critical as we work to
ensure that we are paying particular attention to our school’s critical academic needs. These
varied means of input and representation ensure that our school has a means for monitoring the
results of our School-wide Action Plan. The school-wide action plan is also closely monitored by
our school site council. Leuzinger’s school site council meets once a month to review the
progress of the school-wide action plan to ensure alignment with student needs. Modifications to
the action plan are recommended by the council members when necessary.
Strengths:
• All stakeholders are involved in the process
• Equal access to AP coursework for all students
• Access to support classes for students who need remediation
• SDAIE coursework for ELD students
• SAI and co-taught coursework for special education students
Key Issues:
• Lack of parent involvement in students' achievement
• Some students choose not to reach their potential as evidenced by their
achievement data
Important Evidence:
• CST data
• CAHSEE data
• CELDT data
• EL parent notification letters
• EL needs assessment surveys
• ELD placement and gains results
• Matrix for student course placement
• Number of students in AP courses
• AP College Board test data results
• List of those who attend boot camp and the correlation with their CAHSEE test scores
• List of those attending tutoring and correlation with grades
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A4
•
To what extent does a qualified staff facilitate achievement of the academic standards
and the expected school-wide learning results through a system of preparation,
induction, and ongoing professional development?
Leuzinger has a well trained and professionally prepared staff. Each teacher holds a valid
California teaching credential signifying they are qualified to teach California's youth. Upon
entering into employment, the district provides a week long Summer Institute focused on how to
best serve the students in the district. If teachers are new to the profession, the district offers the
BTSA induction program. This ensures that new teachers become accustomed to analyzing and
reflecting upon their teaching practice. Beyond BTSA, all teachers participate in two formal staff
development days during the school year.
The first of the formal staff development days includes accessing and reviewing the most recent
data and setting goals for achievement and strategies to best meet those goals. The second is a
structured day of learning where teachers gain valuable knowledge pertaining to a wide range of
teaching issues such as classroom management, planning and instruction, and the use of new
technology.
In addition to staff development days, each department meets for collaboration on a bi-monthly
basis. During these collaboration meetings, the department heads share information from the
administration as to what is expected in the classroom. Teachers also participate in Learning
Walks where they visit classrooms to gain insight and see firsthand how expectations for the
classroom are being met. In 2011-12, Learning Walks were led by administrators but the plan is
to gradually release the responsibility to teachers. This goal was met in 2012-13, as Learning
Walks are now completely teacher driven. The teachers at Leuzinger High School are well
trained on how to facilitate achievement for all students in all grade levels.
In order to meet the requirement of Critical Academic Need #3, support English Learners and
Special Education subgroups to close achievement gaps, especially those of our LTELs (Long
Term English Learners), all English teachers as well as the ELD Coordinator and some ELD
teachers have participated in ELPD (English Learner Professional Development). This type of
professional development has focused on identifying the individual needs of LTELs and
effective implementation of strategies. This training will continue during the 2012-13 school
year and will include the development targeted lessons as well as co-planning and co-teaching
sessions as a follow-up to last year’s professional development.
Strengths:
• Summer Institute training
• Two formal staff development days
• BTSA induction program for new teachers
• Bi-monthly department collaboration meetings
• Learning Walks
• Technology trainings
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Key Issues:
• All staff focused on student achievement
• Need for teachers and administration to continue to work together to provide quality
education
Important Evidence:
• Summer Institutes
• Staff development days
• BTSA
• Bi-monthly department collaboration meetings
• Learning Walks
• Technology trainings
• New Teacher Workshop Agendas
A5
•
To what extent are leadership and staff involved in ongoing professional development
that focuses on identified student learning needs?
Leuzinger High School provides its staff with opportunities for professional development in
order to meet the goals established by current academic standards and the ESLRs. Two days
during the school year are dedicated to staff development. Bi-monthly collaboration meetings
allow teachers to work with colleagues in data analysis, pacing, and curriculum development. AP
and academy teachers participate in summer institutes, and program coordinators frequently
attend workshops and trainings aimed at improving the education of our students, including
English Learners. New teachers are provided with monthly professional development workshops
where they receive training on areas such as technology, classroom management, special
education, English Learners, grading, lesson planning, and instructional strategies.
Teachers participate in Learning Walks to observe their colleagues in action. They are also
encouraged to conduct peer observations and build upon this form of informal observations to
meet students’ critical academic needs and reach the ESLRs. The school provides period subs to
allow teachers the time to share ideas and implement effective classroom strategies. Feedback is
provided by administrators after formal and informal walk through observations. Department
chairs, members of the leadership team, and other teachers often lead workshops and training
sessions ranging from effective ways of implementing new teaching technologies to Socratic
Seminars, the Core Standards, classroom management, and issues regarding English Learners.
The District leadership also provides the Leuzinger High School staff purposeful professional
development opportunities. Teachers of support classes such as Read 180, ELA Success, and
System 44 for ELD newcomers, and Special Ed students participate in multiple training sessions
with expert representatives. Mainstream English teachers have received training on meeting the
needs of identified Long Term English learners.
Leuzinger High School supports its staff by encouraging an atmosphere of continuous and
effective professional development. This professional environment is guided by student data that
has been used to identify our students’ critical academic needs. Workshops, meetings, and
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collaboration time are all carefully planned and focused to make sure that we are providing
appropriate support where needed.
The teaching staff at Leuzinger High school is highly qualified. All teachers have a full
credential. Four percent of teachers hold a doctorate degree and just about 52% hold a Master’s
degree. 22% of those teachers with a Bachelor’s degree have at least an additional 30 credits of
university coursework beyond their degree. All these teachers are also very dedicated to
supporting their students beyond the classroom. Every department has set time aside for tutoring
before or after school and during lunch. Many teachers volunteer their time in order to provide
enrichment opportunities in sports, academics, clubs, remedial instruction, and other
extracurricular activities.
Counselors meet with Kelly Santos, Director of Curriculum and Instruction, at the district office
once a month. These meetings usually take place on the last Thursday of the month from 1pm to
3pm. All the counselors in the district come together as a team with their respective
administrators over counseling. They also have a meeting with the administrator over Special
Education and a representative from SELPA to discuss their role as administrative designee at
IEP meetings. Counselors are also a part of the Principal’s cabinet meeting held every Monday
morning.
In addition, counselors meet with Pam Brown, the administrator who oversees their work every
Friday morning. Furthermore, counselors attend conferences throughout the year. For instance,
they attended the CSUDH conference to learn about the university as well as updates to the Cal
State system. Counselors also receive training in activities if it is new and pertinent to their job
such as the IEP training previously mentioned. All counselors at Leuzinger have a Master’s
degree in counseling and a pupil personnel credential.
Strengths:
• Two formal staff developments days
• Collaboration
• Conferences
• On-site training (ENO / Promethean Board)
• Faculty meetings
• Learning Walks
• Teaching staff qualifications
Key Issues:
• School district’s financial crisis is preventing some teachers from attending off-site
conferences.
Important Evidence:
• CST
• CAHSEE
• CELDT
• AP
• EAP
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•
•
•
•
SAT
ACT
Department tutoring schedules
Club hours and agendas
A6
•
To what extent are the human, material, physical, and financial resources sufficient and
utilized effectively and appropriately in accordance with the legal intent of the
program(s) to support students in accomplishing the academic standards and the
expected school-wide learning results?
Human, material, physical, and financial resources are allocated in an effective way to support
our students’ critical academic needs and our ESLRs. The administrative team shares financial
information with the OLT (Olympian Leadership Team) and other stakeholders through School
Site Council meetings, ELAC, and DELAC. Administration receives input from these
stakeholders regarding the allocation of resources to support learning.
Leuzinger High School is currently undergoing dramatic changes in its physical composition. A
brand new, state of the art building was completed last summer and Phase II of the construction
process has begun. A couple of years from now, our community will see a completely renovated
Leuzinger High School. The bond money allocated for this renovation is being effectively spent.
Construction has so far moved at a rapid pace, allowing incoming students to enjoy a brand new
facility with an improved academic environment of smart board technology in each classroom
and fully-equipped science labs. At its center is an inviting, green, and landscaped open area with
two amphitheatre lecture areas. We will have a new student cafeteria and a state of the art food
science, nutrition, and fitness academy facility where the old classrooms once stood.
Every classroom in the school counts with modern instructional technologies such as ENO
interactive whiteboards, LCD projectors, and ELMO document readers, as well as Promethean
clicker responders and wireless slates. Financial resources have been allocated for the upkeep
and repair of these technologies as well as for technical support and staff training. Every teacher
at the school has had the opportunity to attend at least two technology related trainings in 201112, and tech trainers at the school provide additional training and technical support. As a result,
most teachers now incorporate these technologies in the delivery of their content. Every teacher
has also been provided an upgraded laptop. They use this computer to access student data
through Data Director and PowerSchool, submit attendance, and run the software associated with
the technology they use in the classroom on a daily basis.
The Library, Career Center, Math, and ELD Departments house the laptop carts. Students use
these computers to receive remedial instruction through the ALEKS system in math, conduct
research, complete online assessments, and improve their language skills in ELD through System
44 and Read 180, the Edge Online Assessment tool, and the Edge Online Coach.
Professional development at Leuzinger High School is geared towards student academic
achievement and the ESLRs. It also includes the professional growth of teachers who are directly
involved in our three academies: ECA (Environmental Careers Academy), MCA (Multimedia
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Careers Academy), and our latest addition, the AAA (Advanced Academics Academy). The
resources allocated towards these academies are critical for the continued success of our school.
In addition, Leuzinger High School has made it a priority that a portion of its funds go towards
improving student success in regards to the CST, CAHSEE, CELDT, and SAT. Throughout the
year, student data is used to identify the students who would benefit the most from this type of
support. These students then attend prep sessions that are carefully crafted to target their needs.
Strengths:
• Effective use of funds to support ESLRS and Critical Academic Needs
• New building
• Campus renovation
• Effective educational technologies in all classrooms
• Funding for professional development
• Funding for academies
• Funding used towards supporting English Learners
• Test prep sessions for key academic testing such as CST, CAHSEE, PSAT, and SAT
Key Issues:
• Some departments, such as World Languages, need to upgrade their textbooks
• Lack of personnel for computer labs, which contributes to disrepair
• More knowledge needed regarding district guidelines pertaining to the funding of
programs. Who is involved with the different programs at the district level?
Important Evidence:
• Across the board improvements in test scores
• New building
• Incorporating lessons that include the use of technologies
• Workshop dates and agendas
• Student work that reflects the use of classroom technology
• Data reports
• Meeting agendas
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Focus Group B: Standards-based Student Learning –
Curriculum
Leader:
Kami Dexter | English Teacher, MCA Coordinator | Rm. G-201
Certificated Staff:
Joelle Carr | Science Teacher, AAA Coordinator
Maria Diaz | World Languages Teacher, World Languages Department Chair
Rachel Gunter | Social Science Teacher
Gretchen Houk | Fine Arts Teacher
Jeff Hromadka | Social Science Teacher, Social Science Department Chair
Chris James | Social Science Teacher
Kristin Matuz | Science and AVID Teacher, Science Department Chair
Andy Mehta | Special Education Teacher
Jennifer Panagos | Math and AVID Teacher
Meghan Rodela | Science Teacher
Ngoc Tran | English Teacher
Counselor:
Lorraine Parsons | Counselor
Students:
Vanessa Alvarez
Hasaan Boykin
Alejandra Denson
David Hernandez
Rachel Langan
Martin Le
Alex Lima
Chika Okwonko
Rafael Parra
Eric Pleasant
Roxana Quintana
Daniel Salas
Odalys Ventura
Parents:
Jose Barjas
Esperanza Castaneda
Etelberta De Jesus
Elena Fender
Rocio F. Gonzalez
Lino Herrera
Silvia Rivas
Dora Torres
Clifton Vasquez
Classified Staff:
Jose Flores | Cafeteria
Cindy Garcia | Instructional Aide
Daryl Guerin | Instructional Aide
Juan C. Gutierrez | Instructional Aide
Ana Hernandez | Instructional Aide
Susan Ibarra-Rincon | Data Processing
Miguel Lopez | Maintenance
Mirna Martinez | Cafeteria
Cahn Nguyen | Safety
Richard Reed | Maintenance
Socorro Yanez | Cafeteria
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B | Standards-Based Student Learning – Curriculum
B1
•
To what extent do all students participate in a rigorous, relevant, and coherent
standards-based curriculum that supports the achievement of the academic standards
and the expected school-wide learning results? [Through standards-based learning (i.e.,
what is taught and how it is taught), the expected schoolwide learning results are
accomplished].
Our administration and staff have taken many steps to facilitate a rigorous and supportive
curricular program for our students. Many programs and courses have been implemented to
provide students access to learning opportunities in curricular areas that inspire and challenge as
well as provide additional support for students in need.
There are clearly defined academic standards for every course on the master schedule. All AP
classes follow the standards relevant to each subject as prescribed by the College Board. All
other classes follow California State Standards. Classes within programs such as California
Partnership Academies, Advancement via Individual Determination, English Language
Development, and ELA Success have specific standards mandated by the goals of the program.
For instance, Leuzinger’s California Partnership Academies (CPA), the Multimedia Careers
Academy and the Environmental Careers Academy, follow the California Career and Technical
Education (CTE) Standards for each CTE course, but also adhere to the related CA state
standards.
Concepts and skills taught in all classes follow the district course outlines and are aligned with
the district benchmarks, which directly connect to the California Standards Tests (CSTs) within
each subject area. Additionally, all AP classes focus on the concepts and skills necessary for the
College Board AP testing in May of each year. The numeracy skills necessary in all mathematics
and some science courses as well as the literacy skills necessary across all disciplines are
reflected in the Expected School-wide Learning Results (ESLRs). Additionally, the final ESLR
can be seen in the way all concepts and skills are explored in each subject. Students are engaged
in classroom activities through the use of technology and Direct Interactive Instruction (DII). All
teachers have interactive whiteboard and a class set of clicker responders to increase student
engagement and interaction and utilize instructional strategies that have been supported through
extensive professional development.
Through the use of technology and DII across all disciplines, students are more involved,
engaged, and interactive, enabling them to achieve numeracy and literacy mastery within course
material defined by the district course outlines. Mastery of the concepts and skills is sequentially
demonstrated through common assessments, district benchmarks, and then ultimately CSTs
and/or AP testing.
The alignment of concepts and skills within the classroom, the ESLRS, and academic standards
is clearly illustrated by our school’s academic measures of success. There has been significant
growth in AP pass rates, CAHSEE passing and proficiency rates, API score, overall AYP as well
as a definite improvement on CELDT scores.
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Our curricular plan in conjunction with our instructional plan demonstrates a harmonious
facilitation of student engagement. Snapshots of student engagement represent how students are
constantly constructing knowledge. Student achievement at Leuzinger has grown exponentially
over the last few years due to three significant factors: (1) teachers have adopted full textbook
fidelity (2) more targeted departmental curricular alignment and (3) adoption of Direct
Interactive Instruction (DII) in teaching methodology. These three factors are clearly reflected in
a variety of student activities, assignments, and assessment that illustrate increased student
engagement.
In Geometry, students are actively involved in applying numeracy skills to campus buildings and
spaces. In Biology, student lab reports demonstrate the immersion in biological sciences and
involvement with dissection, which both align with standards and student involvement. U.S.
History research papers reflect connection to the state standards, development of literacy skills,
and responsibility for learning. In AP Psychology, students apply all standards to an assignment
that supports achievement of all ESLRs. The assignment has students design, implement,
analyze, and report on results in a month-long study that requires them to collect data from
fellow students (nurturing responsibility and school involvement), research related psychological
literature (development of literacy skills, and statistically analyze data (development of
numeracy skills).
The coherence of our curricular program has improved significantly in recent years due to the
incredible changes in our school culture. Our entire curricular program is dedicated to ensuring
that students have access to a college preparatory curriculum. We have made tremendous strides
in creating a master schedule comprised of UC-approved, college preparatory courses. There are
also several career technical options within our California Partnership Academies.
One of the most significant changes has involved the move to Advanced Placement open access.
Advanced Placement (AP) access used to be predicated upon application and approval, but two
years ago, the entire program eliminated applications and enrolled any student with the desire to
take the more challenging college level courses. Enrollment has more than doubled, and our CST
scores have risen dramatically. Since open enrollment was instituted, there has been a direct
positive correlation with CST scores.
Students with special needs have access to a rigorous, relevant, and coherent curriculum. They
have access to the same textbooks that all the students possess. Students with special needs sit in
the same classrooms as their general education peers. They are co-taught by a general education
teacher and a special education teacher in the same classroom. The special education teacher
ensures that they are keeping up with what is being taught in the classroom and provide one-onone assistance if necessary. These practices have contributed to the growing success among
students of this subgroup.
Within our academies, there is integration across several disciplines, with the unifying theme of
the academy. For instance, each quarter the Multimedia Careers Academy produces several
integrated projects in each grade level. One example is the gothic film that students produce in
conjunction with research from their U.S history class and information gathered from reading
Edgar Allen Poe in their American Literature class. Teachers collaborate to create connections
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across disciplines for a coherent educational experience.
In an effort to satisfy the ESLR related to literacy skills and in preparation for transition to the
common core standards, increased literacy integration has connected many disciplines. All
visual and performing arts classes have increased incorporation of more writing assignments in
VAPA to satisfy this ESLR.
The ESLR related to numeracy skills has also increased teachers’ awareness of the need for
identifying mathematical concepts in biological and social sciences. AP Psychology, for
instance, places additional emphasis on statistics in the curriculum while lab sciences have
infused more mathematical applications in lab reports.
Consistent discussion and application of curricular policies has taken place. Over the last two
years, our district office and site administration have started an online chat forum involving
current educational research and the use and purpose of homework. Additionally, the subject of
grading has been a constant area of focus. The district office initiated this discussion through
staff exposure to guest speakers/researchers during professional development as well as
consecutive annual trips by groups of teacher leaders to innovative research-based conferences
involving grading policies and practices.
There has been constant curricular revision and collaboration to get our school where we are
today. All core subjects have common pacing plans that were created with the intention of
ensuring consistency across departments so that all students will have access to common
material, and as a means of practicing fidelity to the textbooks. This practice is an evidencebased means of ensuring students have access to standards-based learning. Additionally, the
master schedule has been fine-tuned over the past two years to ensure students have access to AG requirements, more AP classes, and innovative intervention plans such as e2020.
All elective classes have become or are currently in the submission process for becoming UCapproved. This effort ensures that more Leuzinger students are UC and CSU eligible. The
significant increase in number of students taking and passing AP classes also supports students’
involvement in a more challenging and rigorous educational program.
Leuzinger has implemented e2020, an online credit recovery program that is in its third year of
adoption and has demonstrated important support for students in need of recovering credits
necessary for graduation. This program was implemented after evaluation of our curricular
program consistently revealed the need for greater support of our at-risk students.
Although our district office and site administration have initiated discussion of grading and
homework policies, and our departments have continued to analyze these topics, we are still not
fully unified in our implementation and practice. Our site is growing toward unified policies, but
we are not there yet.
As a part of an all-high school district, there is a great need to articulate with our feeder schools.
To do so, we have several outreach programs on and off site. Last year, there were monthly
middle school nights that enabled parents and prospective students an opportunity to visit our
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campus, learn about our curricular program, and meet students, teachers, and administration.
Additionally, we visit feeder schools through our programs. Academies host a fair in which
teachers and students showcase work and have activities for students, while the AVID program
is in constant contact with the AVID middle school students and teachers including training and
outreach. This year, our school implemented the Advanced Academics Academy (AAA) that
targeted the top middle school students in the area. Each year, the AAA will be corresponding
with all local middle schools to ensure an articulated program for students demonstrating
academic excellence and wanting to be on a pure AP trajectory.
Our College and Career Center is an incredible platform for articulation. The center provides
direct access through guest speakers, college presentations, and admissions assistance. Our
college and career technician, Cesar Perez, works with the counseling office, administration, and
numerous colleges to ensure that our students’ curricular choices are aligned with college
requirements.
Cal Lutheran and Cal State Dominguez Hills wrote grants on behalf of our school and now
provide guidance for Leuzinger Students to prepare them for four-year colleges. The Multimedia
Careers Academy (MCA) has two content specific courses: Introduction to Multimedia and
Game Art Development. Both of these courses are articulated with the Art Institute, Los Angeles
and provide MCA students with dual enrollment opportunities.
National Student Clearinghouse is the program that our school has recently begun using in an
effort to follow up on Leuzinger graduates. National Student Clearinghouse enables our
administration to determine where are recent graduates are attending school and trace their
progress toward college graduation.
Strengths:
• Increased AP enrollment
• Growth of California Partnership academies
• UC approval rate for courses on master schedule
• District-wide standards-based pacing plans
• College and Career Center support
• A-G completion rates
• Special Education co-teaching classrooms
• Academy fieldwork
• AVID fieldwork
• AP prep
Key Issues:
• Provide access to a greater variety of electives from pre-existing district and UC
approved courses
• Provide access to greater numbers of ROP and CTE classes that are also UC approved
• Utilize strength of AVID strategies across all classes
• Reinforce clear standards for academies and AVID program
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•
•
Continue support for new AP students
Increase interdisciplinary connections beyond academies and across core subject
classes
Important Evidence:
• Classroom visits observing textbook and pacing plan fidelity
• Focus group materials and discussions
• Student and parent meetings
• Leadership team materials and discussions
• Student four-year plans
• College and career center visit
• Club minutes
• College admissions information
• National Student Clearinghouse information
• SAT participation rates
• PSAT participation rates
• College and career center materials and student sign-ups
• CST results
• AP results
B2
•
Do all students have equal access to the school’s entire program and assistance with a
personal learning plan to prepare them for the pursuit of their academic, personal and
school-to-career goals?
All students at Leuzinger High School have access to our curricular program and are supported
with personalized learning plans. Through counselor support, the College and Career Center, and
involvement in our academies and AVID programs, students have several adults working on
their behalf to support their progress toward graduation and post-secondary success.
Students have great support and encouragement in making strong academic and personal
choices. There are monthly meetings held where parents, students, and staff come together and
collaborate. Parents are informed about students' course plans in the summer and during the year
when they inquire about their students' courses. Counselors meet with students to help them
select courses that benefit their interest and career goals. Staff collaborate with this process by
giving class recommendations and the College and Career Center assist students with their postsecondary plans (college applications, career inventory, scholarships, FAFSA).
Meetings are scheduled with the parents, teachers, and counselors to review a student’s progress
and to evaluate and see if changes are required in his or her personal learning plan. The meetings
have proven to be very effective and the students feel supported. Additionally, data-driven
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testing ensures that students are monitored efficiently and consistently. All teachers use test
scores based on CSTs, district benchmarks, and shared subject assessment. Teachers in
collaboration look at data and share findings. This is one way that students who have not been
signing up for AP classes are now identified and supported in making this appropriate scheduling
change.
Our AP enrollment has increased dramatically since a new system was instituted to ensure open
access. AP classes not only push students academically, but also open their minds to new
opportunities as subjects require more in-depth research, and societal impacts, career
opportunities, and the possibility of pursuing a major in that subject are more than likely brought
up and discussed.
Our College and Career Center assists students to explore careers and is involved in every
senior’s post-high school plans throughout the entire year. The College and Career Center is
available for all students to provide information about college choices, help in writing the
application, and knowledge of entrance requirements. College guest speakers also provide
students with relevant and exciting information. Additionally, guest speakers visit the campus
from local trade colleges to inform students of the educational opportunities to continue their
education in trade skill development. Students also have access to available scholarships, loans,
and grants available to low income students to help pay for college in a effort to allow students to
recognize that lack of funds is not the reason they cannot go on to college. College acceptances
are posted and displayed in the main building and the numbers have increased each year.
Leuzinger has two fully funded California Partnership Academies, the Multimedia Careers
Academy (MCA) and the Environmental Careers Academy (ECA) as well as one new districtsupported academy, the Advanced Academics Academy (AAA). The academies are designed to
expose students to possible career choices after high school and provide academy students with a
support system that facilitates their transition to any post-secondary choice they make.
MCA exposes students to career possibilities in the entertainment and technology industries.
There are three pathways, digital arts, digital photography, and video production. Students gain
skills within these career fields as well as exposure to fieldwork and post-secondary institutions
through various trips to colleges, movie studios, and museums. Students in the MCA courses are
exposed to careers applications of their coursework when they visit a television taping on a
studio lot and learn about various jobs within the film and television industry. All photography
students travel to the Annenberg Space for Photography and learn about various applications of
photography, specifically in a project designed to explore the backgrounds of photojournalists.
Additionally, the MCA brings curriculum to life through real-world application of multimedia
curriculum in community internships. Currently, MCA students are working with Republic
Services, the community recycling and waste disposal corporation, and Wounded Heros, a local
non-profit organization.
The Environmental Careers Academy (ECA) also bring students’ coursework into the real world.
ECA exposes students to the world of environmental sciences through classes in sustainability,
environmental science, and field trips to hiking in Malibu, Yosemite, and Big Sur. Students’ eyes
are opened to the world beyond urban Lawndale, CA. They are exposed to careers within
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environmental sciences through academy electives, core classes, guest speakers, and field trips.
This year, the first class of Advanced Academics Academy (AAA) students will begin a course
of study that will ensure admission into the college of their choice. These students have been
selected based on their past performance and desire to be a part of an academy that presents a
unique challenge. Students will work together in cohorts to complete our most challenging
coursework and create a culture of students who value education and are prepared for the college
experience. In addition to the advanced coursework, students will be visiting colleges every year
to get a feel for college life and which college they would like to attend. All AAA students have
ambitious goals in terms of college and their careers after college including several who want to
earn a PhD. Several want to become doctors and lawyers. By keeping our students focused on
their college and career goals, we can channel them through the right avenues to receive
internships and other valuable opportunities of which other students may not be aware.
Students in the academies have access to hands-on learning and the next phase of reconstruction
on campus will create an academy-focused area for students to use the latest technology. Plans
are beginning for a fourth academy based on food science, nutrition, and fitness. This academy
will address the need for a greater level of UC-approved, career and technical education
coursework.
Within the area of special education, the strategies and programs to facilitate transitions to post
high school are very effective. An IEP team meets at least once a year to come up with an IEP
for students with special needs. This team comprises of an administrator, the special education
teacher, the student, and other agencies and therapists who provide services for the student. In
addition to this, there is regular communication between the parents and the teacher in person, by
email, or over the telephone. As part of the IEP for a student with special needs, a Transition
Plan is prepared. Assessments are conducted with the student to identify the student’s interests
and abilities. The transition plan is based on these assessments. It outlines what the student’s post
high school plans are and what activities and experiences will be provided to the student to make
this transition as smooth as possible.
EOP is a Cal State program that Leuzinger students are encouraged to access and one in which
many students participate. Not only does it provide transition support for students who may
struggle in the move to college, but it also provides services on the college campus. Leuzinger
counselors and teachers serve as recommenders and are given the opportunity to define the
supports necessary for each student being recommended for the program.
Strengths:
• Meeting with counselors
• Student 4-year plans
• Special Education IEPs
• AVID student plans
• Increased AP enrollment
• Growth of California Partnership academies
• UC approval rate for courses on master schedule
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•
•
•
•
•
•
•
College and Career Center support
CAHSEE intervention courses
CAHSEE boot camp
AP prep
Academy pathways
Academy fieldwork
AVID fieldwork
• Parent meetings
Key Issues:
approved courses
• Reinforce clear standards for academies and AVID program
• Continue support for new AP students
• Continue CAHSEE Boot Camp with greater emphasis on one-to-one learning
• Reinforce curricular structure of successful ELA Success and Algebra Essentials
courses
• Increase interdisciplinary connections beyond academies and across core subject
classes
Important Evidence:
• D/F rates
• e2020 enrollment and credit recovery rates
• College and Career Center visit
• Club minutes
• College and Career Center materials and student sign-ups
• Special Education transition plans
• API growth: In five years, 570 to 700
• API/AYP subgroup performance levels
• CAHSEE pass and proficiency growth
• CST results
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B3
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CELDT scores
EL reclassification rate
AP results
Student work
Student internship documentation
Teacher feedback
Teacher grading policy conference
To what extent are students able to meet all the requirements of graduation upon
completion of the high school program?
Counselors constantly review students’ transcripts to ensure they are on track for graduation.
Student transcripts and graduation requirements are mailed home to keep parents informed. In
March, counselors register current students in the required classes to make sure that they meet AG requirements. In August prior to the start of the new school year, counselors hold program
review sessions with the students and parents to go over the students' schedules and make any
changes if needed. Once school starts, students have around two weeks to turn in a request for
schedule change form to the counseling office. If approved, the student's schedule may be
changed. Plus, every five weeks, progress reports are mailed home so parents can monitor their
student's academic progress. After the five week progress report, counselors meet with students
in danger of failing and refer them for tutoring. If students fail a class at the end of the semester,
counselors refer them to Adult School. Students who need credit recovery are also enrolled in
e2020. Counselors also hold Back on Track parent and student meetings for students with three
or more Fs to present resources that will ensure academic success.
ELA Success and Algebra Essentials have both been successful intervention courses that have
supported the increase in CAHSEE scores. Each course provides students in need with additional
assistance. In 2010, our CAHSEE results went down significantly from the previous year.
However, with the implementation of CAHSEE boot camp and other academic support
programs, our CAHSEE pass rates have steadily increased the past few years. We can say with
quantitative certainty that our academic support programs have been effective. In the ELD
program, newcomer ELs who are on track to graduate but might lack credits due to their
participation in ELD courses are given the option to stay an additional year to complete all high
school graduation and college entrance requirements.
An additional program that supports students in meeting all the requirements of graduation upon
completion of the high school program is Advancement via Individual Determination (AVID).
AVID not only supports students in their college quest, but also closely monitors students’
grades and works to ensure that all students are on track for graduation. The AVID graduation
rate for 2011-12 was 100%. All three academies, the AAA, ECA, and MCA, also have
personalized advisors that serve over each grade level. These advisors meet with students
individually, provide tutoring, and analyze data to monitor student progress.
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Strengths:
• e2020 enrollment and access
• Graduation rate
• College and Career Center support
• CAHSEE intervention courses
• CAHSEE boot camp
• Parent meetings
• Teacher grading policy changes
Key Issues:
approved courses
• Continue CAHSEE boot camp with greater emphasis on one-to-one learning
• Reinforce curricular structure of successful ELA Success and Algebra Essentials
courses
Important Evidence:
• D/F rates
• e2020 credit recovery rates
• Career and college center visit
• Club minutes
• National Student Clearinghouse information
• College and Career center materials and student sign-ups
• Special Education transition plans
• API growth: In five years, 570 to 700
• API/AYP subgroup performance levels
• CAHSEE pass and proficiency growth
• CELDT scores
• EL reclassification rate
• Olympic Leadership Team (OLT) minutes
• Student work
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Teacher feedback
Teacher grading policy conference
Teacher grading policies in PowerSchool
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Focus Group C: Standards-based Student Learning –
Instruction
Leader:
Jane Ann | English Teacher | Rm. G-202
Certificated Staff:
Amelia Arambula | Fine Arts Teacher, Fine Arts Department Chair
Silvia Brenes | ELD Teacher
Joy Devlin | Music Teacher
Steven Diaz | Special Education Teacher
Erin Estrada | English Teacher
Sean Gilbert | Science Teacher
Deborah Harley | English Teacher
Ronald Jenkins | Special Education Teacher
Esmeralda Mora | Science Teacher
Ali Parvaz | Math Teacher
Choonglim Rah | Math Teacher
Counselor:
Cesar Perez | College and Career Technician
Students:
Selena Acuna
Bridget Appiah
Edson Arroyo
Janeth Herrera
Jasmin Hidalgo
Zhanie Keelen
Rodney Martin Jr.
Christopher Miller
Brenda Monroy
Huy Ngo
Mohammad Rehman
Tenbite Tesema
Calvin Vuong
Parents:
Roberto Arita
Yulonda Butler
Liz Contreras
Deboragh Daniels
Alicia Gaytan
Ana Gutierrez
Petra Michel
Jorge Pech
Classified Staff:
Omar Cabrera | Safety
Michael Courtland | Maintenance
Emeli Foni | Clerical Assistant
Kim Golden | Cafeteria
Juan Martin | Technology
Alejandra Moreno | Library
Jose Putte | Maintenance
Mary Rutledge | Cafeteria
Sergio Saldana | Instructional Aide
Gwendoline White | Cafeteria
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C | Standards-Based Student Learning – Instruction
C1
•
To what extent are all students involved in challenging learning experiences to achieve
the academic standards and the expected school-wide learning results?
All students at Leuzinger High School have the opportunity to participate in a wide variety of
academic programs such as small learning and career academies, AVID, Advanced Placement,
and honors classes. These programs are meant to offer students a place to demonstrate their
mastery of academic standards in a challenging environment to prepare them for both college
and career thus meeting our critical academic need #1. In addition, Leuzinger teachers use data
driven performance results from diagnostic assessments, quarterly benchmark exams, CST
exams, ELD Gains tests, and grades to assess student skills and plan rigorous content lessons to
achieve our critical academic need #1 and school-wide action plan goal #1. Students are placed
in skill appropriate classes where they receive the proper support and challenge to master
academic content standards. Students are also challenged to hone their cognitive skills by
responding to high levels of questioning. Teachers utilize Blooms Taxonomy and Costas 3
Levels of questioning to challenge students. Higher Level 3 questions provide students the
opportunity to think and respond critically and creatively. Finally, lessons are connected to
student’s background and prior knowledge. One of the strongest ways to embed content is to
make it relevant and relatable to our students’ lives.
There are a wide variety of programs in place for student intervention. To meet our critical
academic need #3, focusing on our special education subgroup, all teachers within the first
month of school are notified of their special education students through their case carriers and
provided with a copy of the student’s IEP to help support and modify instruction and raise
achievement for these students. Special Education students also get additional support in their
Learning Center classes instructed by special education teachers who use visual, auditory, and
behavioral strategies to assist students in achieving mastery of content and meeting the schoolwide action plan goal #1. Special education students who are mainstreamed into general
education courses also have the benefit of being in co-taught classes in English and Math where
class instruction is planned and delivered by a content knowledgeable and strategies expert.
Special education student test scores in the co-taught classes have risen greatly.
Support for struggling ELA and Math students to master academic content standards are
available through intervention courses such as Read 180, ELA Success, and Algebra Essentials.
Newcomer ELs are enrolled in our school’s ELD Program. Sophomores who are identified as atrisk and juniors and seniors who have not passed the Math and ELA CAHSEE are enrolled in
CAHSEE prep and refreshment courses a few weeks before taking the exam. Such refresher
courses have helped increase CAHSEE proficiency rates in Math and English for all subgroups.
Students stated that this refresher course as well as the Algebra Essentials and ELA Success
classes helped to prepare them for the CAHSEE exam and meet their graduation requirements,
school-wide action plan goal #4.
To achieve critical academic need #1 and school-wide action plan goal #1, all students, with their
teachers, analyze their own performance data on past assessments through Data Director to
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identify areas of strengths and weaknesses to set goals and receive targeted lessons and
instruction to better achieve mastery. The positive results are evidenced in the increasing number
of students who not only pass but test proficient on key exams such as the CAHSEE and CSTs,
especially in our targeted subgroups addressed in critical academic need #3. All teachers begin to
implement CST preparation four to six weeks before CST testing. Students are given the
opportunity to review CST release questions to help prepare them for the test in May. Students
who had also scored Basic or Below Basic on last year’s CST were encouraged to attend a
Saturday school refresher course prior to the start of the CSTs as well.
To close the achievement gaps in our EL student subgroup mentioned in critical academic need
#3, ensuring challenging learning experiences/environments for both short and long-term English
Learners begins with an intentional program design and targeted curriculum. Program instruction
draws on prior knowledge to help students achieve mastery of ELD standards at lower levels and
more challenging ELA standards at higher levels. ELD courses are leveled by language ability,
with instruction appropriately targeted at or slightly above the students’ reading levels as
indicated by initial and ongoing testing. Long Term EL student growth is also considered in
Leuzinger’s program design. Reclassified English Proficient (RFEP) and Long Term English
Learners (LTELs) are supported and challenged through the Read 180 program. All ELA content
teachers have received EL training and strategies by Action Learning Systems to help EL
students achieve mastery of the content to meet school-wide action plan goal #2.
Students in the World Language Department are involved in challenging learning experiences
while acquiring a new language. They practice and develop their listening, speaking, reading,
and writing skills daily. At the beginning levels, they are taught by means of total physical
response, using movement and gestures to learn new vocabulary. Students reinforce and further
their knowledge of their disciplines while learning the target language.
To meet critical academic need #2, high performing students are challenged in ELA Honors and
AP courses that are reading and writing intensive to meet the demands of exams such as the
EAP, AP Literature, AP Language and Composition, SAT, SAT II, and ACT to make them
college ready. Students receive scaffolded instruction in class and are offered additional support
through the Math Lab and English Enrichment Lab before and after school, during weekend
study sessions, and at Club Olympian tutoring. Enrollment in honors and AP courses is
increasing each year as students work with their teachers and counselors to plan a rigorous
curriculum that will prepare them for higher learning. Also, we have increased the number of
Advanced Placement classes from 11 in 2009-10 to 14 in 2010-11, and the number of students
taking AP classes has increased from 299 in 2011 to 599 in 2012. Teachers and counselors are
actively encouraging students to take higher level honors and AP classes. Evidence of this is the
newly piloted Advanced Academics Academy this year. This will be an academy of students
taking honors and AP classes working towards a specialized diploma.
Leuzinger teachers strive to develop and strengthen connections with students and their parents
using a variety of available resources. These close relationships allow teachers to teach to
students’ strengths as well as weaknesses. Teachers are often available for tutoring before
school, at lunch, and after school. Almost all of the teachers on campus utilize the Blackboard
Connect system and PowerSchool to communicate with parents regarding student progress.
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Students also are able to connect to PowerSchool to check their progress in their classes meeting
school-wide action plan goal #3 and creating learning environments conducive to learning.
To improve the academic achievement of all students in all content areas, critical academic need
#1, students receive DII instruction based on the “I DO, WE DO, YOU DO with Support, and
YOU DO” model. Students are engaged and guided through the learning process. DII increases
interaction between students and teachers while keeping students involved during the entire
lesson. Additionally, students participate in multiple checks for understanding as their teachers
use name cards, classroom responders, and ticket-out-the-door assessments to receive proper
modified instruction accordingly.
Finals, midterms, and unit common assessments within departments have been developed to
ensure proper attention to standards and the ESLRs. Quarterly benchmarks, which are aligned to
the California Standards Tests, are also administered. Within the Read 180 Program, students are
diagnosed with the Scholastic Reading Inventory (SRI) test which assesses their reading levels.
Students take this test quarterly in order to track reading level improvement.
At the beginning of the semester, all teachers clearly communicate their expectations to students
and parents through the syllabi distributed in class to ensure understanding and
acknowledgement. Daily agendas, objectives, and content standards are posted in the front of
classrooms to communicate daily learning goals. It is a common practice among teachers to have
students communicate these objectives and goals on a daily basis to ensure that they are aware of
daily learning goals and how those goals will assist them long-term.
Strengths:
Critical Academic Needs #1
• Multiple intervention courses offered including Read 180 and ELA Success
• English Enrichment
• Math Lab
• Common Assessments
• Benchmarks
• Increased CAHSEE and CST scores
• Algebra Essentials support class
• Math Success
• ALEKS
• Sub-collaborations within subject area
• Variety of high-level/rigorous classes are offered
• Increased AP courses
• Encouraging students to take higher level classes
• Increased enrollment in honors and AP courses
• AP courses reflect the demographics of the student population
• The needs of long-term and short-term ELs are being addressed at the program level
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Co-taught English and Math courses for ELs and Special Education
Action Learning Systems training in EL strategies
Key Issues:
• Pacing plans coordinating with benchmark exams
• Implementing more DII strategies
• More project-based learning
• Articulate and monitor a school-wide writing program across the curriculum
• Need more involvement in tutoring programs
Important Evidence:
• Unit tests from students
• Co-taught lessons
• CAHSEE scores
• CST scores
• Classroom observations
• English Enrichment schedule
• Math Lab schedule
• Benchmark scores
• Common Assessment scores
• SRI Test scores
• Improved EL test results and schedule changes for high-performing students
• AMAO data for long-term students
• Demographic related to ELA Success and Read 180 courses deepening support for
mainstream ELs
• AP and honors scores
• Academy scores and attendance results
C2
•
To what extent do all teachers use a variety of strategies and resources, including
technology and experiences beyond the textbook and the classroom, that actively engage
students, emphasize higher order thinking skills, and help them succeed at high levels?
To address critical academic need #1, improve the academic achievement of all students in all
content areas, Leuzinger teachers are provided with professional development workshops that
offer training in utilizing technology such as the ENO boards, Promethean Clickers, and Data
Director. Every classroom on campus is fully equipped with a Promethean/Eno Board, slate,
Elmo document camera, and classroom responders. ENO boards are used throughout daily
lessons to teach students who are visual and/or auditory learners and to increase engagement. All
students including our EL and SWD students benefit greatly from this use of technology. It
provides teachers with more freedom to engage students than with a white board alone. The slate
can be used by students to do activities or problems presented on the interactive white board.
Students seem more likely to remain engaged and more comfortable doing this, as they don’t
have to go up in front of the class. The students also like the new technology. In addition to the
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use of technology in the classroom, a set of computers is also available in our library. Students
are taught to utilize the resources of the library.
The software gives many templates and functions beyond PowerPoint to help make instruction
more effective and engaging. The students really like the student response system (classroom
responders). They respond to a question presented on the interactive white board and get
immediate feedback to their answers. The teachers also get immediate data they can use to check
for understanding. It can be set up to have different levels of questions, including questions that
impart higher order critical thinking skills. In ELD classes, students use computers to take tests
and view immediate feedback on their performance, listen to audio recordings to text selections,
answer questions, and search the internet for materials for inquiry lessons and word process
essays, thus closing the achievement gap within this subgroup.
Classroom responders are used to test for understanding and keep students engaged as well.
Teachers use Data Director throughout the school year to facilitate data driven decisions and
calibrate lessons based on student performance on common assessments, benchmarks, and CSTs
to address critical academic need #1.
As mentioned in the Leuzinger’s Single Plan for Student Achievement, teachers are provided
with extra opportunities to collaborate within subject area. For example, last summer, and during
this year, the Science department has come up with a list of the math concepts students have the
most trouble with. Math teachers can then reinforce these in their math classes. Paid
collaboration time during the summer was also provided to math, science, English, and social
science teachers.
To support or English Learners, ELD teachers use level-appropriate strategies to differentiate
learning experiences, engage students at the highest cognitive level possible, and prepare them
for ELA courses. ELD teachers understand and use ELD and cooperative group structures such
as those advocated by Kagan to fully engage students. The core EDGE curriculum is
implemented with fidelity including online assessment components which provide immediate
feedback at the individual student and whole-class levels. The System 44 program has been
implemented at the early levels of the program with CELDT Beginning and Early Intermediate
level students. This year, students have begun the use of the Edge Online Coach to provide
further support in reading comprehension and language acquisition. These strategies address our
critical academic need #3 and school-wide action plan goal #2 regarding this subgroup becoming
proficient and reaching high academic standards.
Differentiation is also achieved through instructional strategies. Using rubric-assessed writing
tasks, teachers work with students on identified writing domains, offering feedback and targeted
individual instruction. ELD teachers utilize an additional method of differentiation called the
inquiry model. Students’ choice and control over the learning process is at the center of
enrichment projects wherein students expand their knowledge in areas related to the core
curriculum’s essential questions. Students formulate research questions, search for texts and
other materials, analyze them, integrate key ideas, and form conclusions, which they justify
through writing and an oral presentation.
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All core teachers are trained in and practice DII strategies that offer engaging scaffolded
instruction based on the “I DO, WE DO, YOU DO with Support, and YOU DO” model.
Teachers use name cards, clickers, and ticket-out-the-door assessments to build in multiple forms
of assessments throughout the lesson to modify lessons accordingly. Teachers use the Blooms
Taxonomy to engage students in higher order thinking skills and improve the academic
achievement of all students in all content areas.
Teachers collaborate in bi-monthly department and grade level team meetings to discuss
strengths, weaknesses, and modifications to pacing and instruction. Teachers share best practices
that have proven effective in their classrooms and discuss new trends in effective teaching to
improve instruction and increase student success. Teachers also collaborate district-wide on staff
development days to continually discuss, revise, modify, and clarify curriculum, pacing, and
benchmark assessments for the next year.
To ensure our students are college ready, AP/Honors teachers attend College Board Summer AP
conferences to continue their professional development and gain material and knowledge to
better prepare AP and honors students to engage in higher order thinking skills and perform well
on the AP exams. The ELA AP/Honors Articulation Team meets once a month to discuss the
strengths and weaknesses of the previous unit and the upcoming unit to scaffold and streamline
targeted areas for improvement. AP/Honors teachers share best practices and make notes for
revisions for next year’s pacing and curriculum.
Career academies not only ensure college readiness, but also a career focus. Academy teachers
collaborate across disciplines to make learning relevant and teach students that skills are
transferable to other areas of content. Also, academy teachers co-plan and design
interdisciplinary projects for each quarter. Academy teachers work with a cohort of students that
they build close relationships with. They conference with their students each quarter for progress
checks and academic planning. Academy teachers participate in a two-week summer California
Partnerships Academies Professional development to plan academy goals, projects, and outreach
to the community for business support. During the school year, academy teachers meet each
quarter to check progress and make necessary modifications to ensure engagement and higher
skilled learning.
Leuzinger students are challenged to create creative visual and performing arts. Students are
challenged to utilize a variety of media including traditional and new technology in the
classrooms as part of the creative process. Students are also challenged to express themselves
beyond the creative process as they evaluate, critique, and respond to works of art by their peers
and themselves.
Visual and Performing Arts teachers provide students with grading rubrics. This provides the
opportunity for authentic assessment to evaluate a student’s performance and mastery of the
subject area. This allows students to understand the purpose of the project/assignment and make
choices to find design solutions to complete their artwork. Visual and Performing Arts teachers
also provide students with opportunities to critique their artwork by peers and themselves.
Critiques can be verbal or written prompts student respond to and share within groups or as a
class.
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Fieldtrips through the academies and through the AVID program are a part of the learning
process and used across curriculums. Students are able to participate in trips to museums,
national parks, and colleges to fully immerse themselves in the topics that they are learning and
to expand their awareness of opportunities available after high school, addressing critical
academic needs #2.
Leuzinger teachers are also provided with Learning Walk opportunities to observe other teachers
on campus. On Learning Walk days, teachers are given release time to observe eight to ten
teachers throughout the day and then debrief about the observations.
Strengths:
• Effective bi-weekly collaboration
• Professional development workshops
• Abundance of technological resources
• PowerSchool: parent and student portal
• Grade distribution every five weeks
• Variety of ROP classes for students
• Blooms Taxonomy
• Increased AP courses
• AP/Honors articulation collaboration
• Academy interdisciplinary collaboration
• College Board professional development
• ELD and SDAIE strategies
Key Issues:
• Teachers not fully maximizing technology resources
• Teachers not knowing how to use Data Director
• DII needs to be implemented school-wide
• Pacing plans
• Articulate and monitor school-wide writing programs across the curriculum.
• Community outreach
Important Evidence:
• Discussions with students
• Discussions with parents
• Benchmark data
• Common assessment data
• Timed writing data
• Grades
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Technology workshops
Leadership team meetings
Master schedule
Student attendance
Multi-draft essays with rubrics
Inquiry project scaffolds, essays, and presentation slides
Gains/end of level test improvement (ELD)
Professional development workshops
Plenty of technology resources available
Power School: parent and student portal
Grade distribution every five weeks
Variety of ROP classes for students
Increased AP classes
ELD and SDAIE strategies
Bloom’s Taxonomy
AP/Honors articulation collaboration
Academy interdisciplinary collaboration
College Board professional development
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Focus Group D: Standards-based Student Learning –
Assessment and Accountability
Leader:
Daniel Gavrilovic | Math Teacher, Math Department Head | Rm. G-205
Certificated Staff:
Michael Cassio | Music Teacher
Jason Chamberlin | English Teacher, ECA Coordinator
Allison Desfor | Special Education Teacher
Stephanie Dobrin | Special Education Teacher
Kevin Haefner | Social Science Teacher
Stephanie Iveland | Math Teacher, Activities Director
Emma Jurgensen | Physical Education Teacher
John Le | Math Teacher
Aida Molina | Science Teacher
Miguel Rojas, Sr. | World Languages Teacher
Jose Romo | World Languages Teacher
Maichi Tran | Math Teacher
Counselor:
Carol Erickson | Counselor
Students:
Martin Estrada
Maha Furrukh
Oscar Gil
Mariah Jaramillo
Lynda Martinez
Alejandra Moreno
Lawrence Quilario
Jennifer Rodela
Abdul Shiekh
Yannick Southey
Duong Tran
Romulo Valeriano
Parents:
Adelma Andres
Danette Bunting
Matt Jones
Jose S. Ocampo
Julia Rodriguez
Sonia Romero
Tupou (Bo) Sofele
Violeta Villacinda
Classified Staff:
Adrianna Amezqua | Maintenance
Angela Chookhae | Attendance
Dianne Diaz | Student Store
George Diaz | Maintenance
Oralia Diaz | Records and Transcripts
Deborah Frink | Data Processing
Amber Green | Cafeteria
Anna Jackson | Cafeteria
Araceli Moreira | Cafeteria
Brenda Muse | Safety
Maria Ramirez | Testing Center
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D | Standards-Based Student Learning – Assessment and Accountability
D1
•
To what extent does the school use a professionally acceptable assessment process to
collect, disaggregate, analyze and report student performance data to the parents and
other shareholders of the community?
Leuzinger High School uses a variety of resources to professionally assess, collect, disaggregate,
analyze, and report performance data to students, parents and other stakeholders. First, our
district has quarterly common assessments called benchmarks. The district benchmarks are
formative exams that assess our students’ proficiency of the California Content Standards. In
order to analyze the results, our district uses technological resources such as Data Director and
PowerSchool. In Data Director, all the students’ scores on tests such as the California Standards
Test (CST), California High School Exit Exam (CAHSEE), California English Language
Development Test (CELDT), and district benchmarks are recorded and analyzed during district
professional development days and department collaboration times throughout the year.
LHS is able to use a variety of ways to personally and digitally report all the information to all
concerned community members. Parents are always aware of their child's progress through Title
I and Title III (ELAC) meetings. Parents also have access to their child’s performance in all
assignments through PowerSchool. Every five weeks, a grade report is mailed to the parents.
Struggling students and their parents are also encouraged to attend Back on Track events on
campus to strengthen student and parent awareness.
For assessment and accountability, teachers use collaboration time every other week to share best
teaching practices as well as benchmark results. During Learning Walks, teachers visit other
classrooms to observe effective teaching practices allowing them to incorporate these practices
into their own teaching environment.
With the data collected, the staff at LHS is better able to address the varying needs of their
populace, including EL and SWD students, meeting our critical academic need #3. The ELD
Coordinator sends reports to all teachers and counselors in order to identify the CELDT levels of
English Learners and accurately meet their specific needs (History SL, Math SL, Read 180, and
ELA Success). The Special Education department notifies all teachers of specific
accommodations for students with disabilities to meet their needs. Students with a low socioeconomic background are enrolled in the free/reduced lunch program. In addition, all
departments offer tutoring to all students during lunch or after school.
Strengths:
• Departments and Academies routinely use Data Director and PowerSchool to review
and assess student performance.
• Teachers develop professionally through participation in collaboration, Direct
Interactive Instruction trainings, Learning Walks, conferences, and informal inquiry.
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Key Issues:
• Most of the teachers know how to read the data and know how to access basic
elements on student performance, but sometimes do not know how to pull up all the
various types of data on Data Director.
• Continue to develop and further analyze assessment data to inform instructional
practices and improve student performance.
• Continue to use and develop common assessments / benchmarks as formative and
summative assessments.
Important Evidence:
• Assessment data
• Title I meetings
• CST/CAHSEE results
• AP results
• Student grades
• API/AYP
• CELDT results
• Data Director
D2
•
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To what extent do teachers employ a variety of strategies to evaluate student learning?
To what extent do students and teachers use assessment results to modify the
teaching/learning process for the enhancement of the educational progress of every
student?
Students are exposed to numerous types of assessments, including formal, informal, state
standardized tests, and district implemented tests, such as benchmarks. Teachers use everyday
informal assessments such as homework, quizzes, essays, and performance assessments to check
students’ progress towards mastering the standards. Students’ letter grades in their classes as well
as their scores on standardized tests (CSTs, CAHSEE, CEDLT, benchmarks) guide placement of
students in particular classes. In addition, the school counselors also use students’ grades, CST
reports, ELD Placement exams, and CAHSEE results to help students select the right classes
each year in order to fulfill the A-G requirements and overall academic achievement. Counselors
meet once a semester to refine the students’ plans and discuss post-secondary goals.
Teachers have been trained from an off-site professional development company called Action
Learning Systems using an instructional strategy called Direct Interactive Instruction (DII). Our
district put all core teachers through DII training in the past three years during district-wide
professional development days and on-site trainings. Essentially, the dynamics of DII centers
around the triad of teacher-to-student, student-to-teacher, and student-to-student interaction. The
training also helped teachers use interactive strategies as a basis for assessing student knowledge
of the California Content Standards.
Teachers collaborate bi-monthly to co-construct best teaching practices not only for professional
growth, but also to bring these practices back into the classroom to encourage student learning
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through differentiated instruction. During collaboration meetings throughout the year, teachers
use the district pacing plans, prepared during the previous year, to guide teaching during the
course of the year. These pacing guides are used to help generate the quarterly assessments based
on the California Content Standards, which are formative assessments toward the CSTs.
As mentioned earlier, the assessment information recorded in Data Director is used: 1) to
determine students’ acquisition of standards, 2) serve as a basis for re-teaching/spiraling
instruction, 3) define the areas/standards where students are lacking mastery, 4) and determine
progress made towards graduation. The three established places where students can get extra
support are: Math Lab (held in various math teachers’ rooms), English Enrichment (held in
various English teachers’ rooms), and Club Olympian (an outside grant-supported after school
program). Tutoring is also offered before school, at lunch, or after school by additional teachers
who are not involved with the Math Lab, English Enrichment tutoring, or Club Olympian.
Teachers use a variety of formal and informal assessments such as chapter quizzes, tests and
benchmark results to teach or re-teach standards that the students have yet to master. Also,
classroom responders are connected to the teacher’s laptop and interactive white boards and used
during lessons to informally assess student understanding and determine the direction for the
lesson. These methods are designed to support student learning and academic achievement for all
student groups during the course of the year. To address our critical academic need #3, students
with additional needs such as English Learners and students with disabilities are placed in the
appropriate classes by the Edge Placement exam, CELDT, CST, CAHSEE, and site and district
administered assessments. A variety of strategies is used in these classrooms to evaluate student
learning and ensures that students with additional needs are receiving the necessary supports to
succeed in the classroom.
Strengths:
• Departments and academies routinely use Data Director and PowerSchool to review
• Some teachers informally assess student understanding using Direct Interactive
Instruction techniques, which includes informal inquiry between teachers and
students and students amongst themselves.
• Through collaboration, teachers generate lists of standards that students struggle with
in a specific subject.
Key Issues:
• Need more allotted class time for teachers to analyze student data with the students.
• Continue to use and develop common assessments / benchmarks for formative and
Important Evidence:
• Assessment data
• AP results
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D3
•
Student grades
CELDT results
Data Director
To what extent does the school with the support of the district and community have an
assessment and monitoring system to determine student progress toward achievement of
the academic standards and the expected school-wide learning results?
The CVHUSD, board, staff, students, parents, and interested community members are actively
involved in the assessment and monitoring process of student progress. A Single Plan for Student
Achievement (SPSA) is created based on test scores and invites the collaboration of staff and
community members to develop a successful school plan. This plan is presented at the School
Site Council (SSC) meeting, which is comprised of parents, students, and staff. Upon SSC
approval, the plan is presented to the School Board for final approval. Information from the
SPSA including our school-wide action plan is presented to the leadership team, who share the
information with their departments. These actions, combined with bi-monthly teacher
collaboration, district professional development days, and intervention classes such as Algebra
Essentials, Math Success, Read 180, and ELA Success have helped the school improve its API
score. Further, CST and CELDT data is used to target low-performing students for further
intervention. A variety of preparatory and support classes are provided for struggling students.
In-class and online materials are available to students and teachers to facilitate student learning.
The school administration also reports, analyzes, and publishes standardized test scores in the
School Accountability Report Cards (SARCs). These reports are made available on the district
website. The site administration shares the schools’ quarterly benchmark scores, CST scores,
Academic Performance Index (API), and Academic Yearly Progress (AYP) data with students
and teachers through the SARC.
Performance data from state and classroom-based assessment is collected and distributed to the
stakeholders in a variety of ways. Teachers analyze this performance data during collaboration
and district-wide staff development days to determine student progress toward achievement of
the standards and ESLRs. Based upon the results, teachers collaborate to modify practice,
pacing, and assessments. To implement the programs, the district allocates funds in response to
student needs.
Strengths:
• Departments and academies routinely use Data Director and PowerSchool to review
• Some teachers informally assess student understanding using Direct Interactive
Instruction techniques, which includes informal inquiry between teachers and
students and students amongst themselves.
• Through collaboration, teachers generate lists of standards that students struggle with
in a specific subject.
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Key Issues:
• Need more allotted class time for teachers to analyze student data with the students.
• Continue to use and develop common assessments / benchmarks for formative and
Important Evidence:
• Discussions with the OLT and student leadership
• Discussions with district representatives
• Assessment data
• Parent meetings
• AP results
• Student grades
• API/AYP
• CELDT results
• Data Director
D4
D4
•
To what extent does the assessment of student achievement in relation to the academic
standards and the expected school-wide learning results drive the school’s program, its
regular evaluation and improvement and the allocation and usage of resources?
•
To what extent does the assessment of student achievement in relation to the academic
standards and the expected school-wide learning results drive the school’s program, its
regular evaluation and improvement and the allocation and usage of resources?
Leuzinger’s administration and teachers, with support and assistance from the district, evaluates
its progress in meeting the academic standards and expected school-wide learning results by
assessing student achievement on benchmark, CST, CAHSEE, and CELDT results. Other
indicators of student success such as percentage of Ds and Fs, AP pass rate, attendance rate, and
graduation rate are regularly reviewed and disaggregated by subgroup. This analysis of data
helps teachers, the Olympian Leadership Team, and site administration improve Leuzinger’s
school program and more effectively allocate its resources to better serve the learning needs of
all students. The assessment data is also shared with the district and board as they drive district
support through program development and resource allocation. As the school-wide action plan in
the SPSA is revised each year, teachers, parents, and students on the SSC evaluate data and other
indicators of student success to further discuss and evaluate the allocation and usage of resources
prior to approval.
The assessment of student achievement drives our school’s program in various ways and
ultimately helps students possess the literacy and numeracy skills stated in our expected schoolLeuzinger High School WASC Self-Study 2012-2013
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wide learning results. Data Director provides instant access to students’ proficiency levels on the
district benchmarks, CST, CAHSEE, and CELDT. Bi-monthly department collaboration allows
teachers and administration the opportunity to analyze this data and identify the strengths and
weaknesses of all students and subgroups. The major improvement in CST and CAHSEE scores
validate that the programs we have in place are effective. The Read 180 software used in ELA
intervention classes, the ALEKS software used in math intervention classes, CST and CAHSEE
boot camps, and Saturday prep sessions have led to the increase in CST scores and CAHSEE
pass rates. Data from PowerSchool informs teachers and administration of the need for extra
supports in the classroom. The implementation of Math Lab and English Enrichment tutoring has
led to the decrease in percentage of Ds and Fs. The use of new technology in the classroom and
application of Direct Interactive Instruction have also played a major role in increasing student
engagement and achievement. Additionally, the use of PLASCO and Blackboard Connect have
led to the increase in attendance rates the past few years, helping students become responsible
citizens in the Leuzinger High School community and achieve our ESLRs.
Strengths:
• Teachers and administration routinely use tools such as Data Director and
PowerSchool to analyze student achievement on district benchmarks, CSTs, and
CAHSEE.
•
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Analysis of assessment data by teachers, OLT, and administration determines Leuzinger’s
programs.
OLT meets once a month to discuss, evaluate, and improve the programs at Leuzinger.
The SSC meets once a month to evaluate the allocation and usage of resources.
Key Issues:
Important evidence:
• Bi-monthly teacher collaboration
• OLT meetings
• SSC meetings
• Discussions with district representatives
• Assessment data
• Benchmark results
• CELDT results
• AP results
• Student grades and percentage of Ds and Fs
• Attendance rate
• Graduation rate
• SARC
• Data Director
• PowerSchool
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Use of technology
DII
PLASCO
Blackboard Connect
Math Lab and English Enrichment
ALEKS
Read 180
Support classes
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Focus Group E: School Culture and Support for Student
Personal and Academic Growth Culture
Leader:
Judy Grood | Counselor | Rm. H-203
Certificated Staff:
Alex Cardenas | Math Teacher
Maria Eborn | English Teacher
Derrick Espinoza | Math Teacher, AVID Coordinator
Lourdes Franco | Social Science Teacher
Arturo Jones | Special Education Teacher
Marlon Mendez | English and AVID Teacher, Athletics Director
Margaret Naluswa | Special Education Teacher
Zan Raab | ELD Teacher
Joel Romero | Special Education Teacher, Special Education Department Chair
Susanne Schulze | Science Teacher
William Sittner | Special Education Teacher
Students:
Linsi Alvarez
Clarissa Contreras
Paola Lara
Leslie Lopez
Jane Madu
Cintia Martinez
Michael Miranda
Agustin Perea
Joaquin Perez
Daniela Ramos
Javier Rivas
Maya Zeng
Parents:
Lorrie Barbee
Fitzroy Dornellas
Guadalupe Jurado
Esmeralda Lomeli
Josefmen Ramirez
Pelagio Rivera
Jose Serrano
Classified Staff:
Rocio Alonso | Cafeteria
Alex Alvarez | Safety
Evelyn Chandler | Maintenance
Liliana Garcia | Cafeteria
Dennis James | Dean
Michael Miller | Safety
Aren Moore | Maintenance
Gladys Rojas | Cafeteria
Rosie Sanders | Instructional Aide
Lilia Villalobos | Registration
Louis Walzer II | Cafeteria
Cynthia White | School Nurse
Michelle Williams | Secretary
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E | School Culture and Support for Student Personal and Academic Growth
E1
•
To what extent does the school leadership employ a wide range of strategies to
encourage parental and community involvement, especially with the teaching/learning
process?
Leuzinger High School staff, parents, and community are integral to the success of students at
LHS. To address our critical academic need #2, LHS continues to develop programs that support
the learning process, help parents be more involved, and provide access to community resources
and expertise in order to improve the percent of students successfully completing high school
and ensure that they are properly prepared for college and career. Encouraging students to set
college goals, our college-going seniors are honored in a Hall of Fame located in the main
hallway and parents can view these photos as they enter the school. Additionally, the local
newspaper, The Daily Breeze, has run several stories highlighting the successes of our students.
Parents are valued members of the LHS community and the school implements strategies and
processes for the regular involvement of parents and the community. Teachers have access to
numerous methods of communication with parents, both traditional (phone or regular mail) and
technological (email, website, Blackboard Connect or PowerSchool Parent Portal). Parents are
also able to obtain information on students’ academic progress and attendance, and are able to
contact teachers directly via email through the PowerSchool Parent Portal. LHS has taken steps
to ensure that Hispanic parents are able to read documents in their native language. All printed
materials are translated into Spanish and audio translation equipment is available for meetings;
when necessary, a translator is provided. Many of our teachers and staff members are bilingual
and communicate with parents in their primary language. Parents have the opportunity to initiate
meetings with teachers, and counselors regularly communicate with parents by phone, regular
mail, and email.
The school informs parents of student academic performance through a number of means: Parent
Portal, Blackboard Connect, email, regular mail, or direct teacher and parent contact by phone or
in person. Progress reports are mailed home, and counselors reach out to parents via phone,
regular mail, and email. Teacher, counselor and administrative logs embedded in Blackboard
Connect and PowerSchool show parent contact data. Further, the district and site websites, parent
newsletters, the automated phone dialer, and other social networks provide parents with
additional information.
Leuzinger holds a number of events to involve parents and the community in the educational
process. These include Back to School Night, Open House, Family Math Night, Back on Track
Night, AAA, MCA and ECA Academy meetings, Cash for College Day, Title I meetings, ELAC
(Title III) and DELAC meetings, IEP meetings, various club meetings, and sports events. Parents
and community members are also invited to participate in a number of advisory committees
including PTSA, School Site Council, Title I parent committee, WASC parent committee, and
ECA/MCA advisory committees.
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LHS has a myriad of clubs advised by staff members that promote academic, cultural, or
personal interests, and often bring staff, students and the community together. Cultural clubs
provide tremendous learning opportunities and cultural shows are well-attended by parents and
the community. Our successful athletics program also brings parents onto campus. We also share
our campus on weekends with local community athletic programs.
The school uses a variety of community resources to support students including guest speaker
programs and internships. Our College and Career technician brings in local professionals to
share their expertise and students are offered opportunities to build work skills through a variety
of internships. Community members offer scholarships to our students and supplemental offcampus field trips through MCA and ECA provide learning opportunities that go beyond the
classroom.
Through collaboration with the South Bay Workforce Investment Board (SBWIB), we have an
after school program which has helped connect students to the school, increase school
attendance, and improve academic performance. Club Olympian is open to all students and staff
and offers tutoring, test prep, enrichment, and recreational activities. Club Olympian provides
student access to technology that may not be available at home. Our staff is dedicated to
improving the academic achievement of all students in all content areas and achieving our
critical academic need #1. Teachers are often on campus early in the morning, well into the
evening, and on weekends providing tutoring, offering help with college admissions and
scholarship applications, and participating in extracurricular activities.
Strengths:
• School and district websites
• School marquee
• Blackboard Connect
• Senior Awards Night
• Quarterly district newsletter
• Night caller system
• Email
• School publications
• PowerSchool Parent Portal
• LHS athletic, club, and drama events
• Top 100 Awards Night
• Student recognition events
• Cultural Programs
• Open House
• Back to School Night
• Back on Track Night
• College and Career events
• Cash for College
• Guest speakers
• Club Olympian
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El Camino College on site representative
AVID program tutors
AVID
ECA/MCA Advisory Council
Key Club
ASB
Art shows
Family Math Night
ALEKS
CAHSEE boot camp
Free SAT prep courses
Key Issues:
• Need a dedicated parent contact person and room
• Customization of Blackboard Connect
• Attendance at meetings
• Parent involvement
• Participation in athletic and school events
• Promotion and advertising
Important Evidence
• Parent Portal usage
• PowerSchool login entries
• Scholarships
• PTA registrations
• Guest speakers at College and Career Center
• Teen Parent speakers
• ECA and MCA Advisory Committee community partners
• AVID tutors
• IEP meetings
• Counselor parent contacts
• Back on Track Night attendance
• Family Math Night attendance
• Back to School Night / Open House attendance
E2
•
To what extent is the school a safe, clean, and orderly place that nurtures learning?
To what extent is the culture of the school characterized by trust, professionalism, high
expectations for all students, and a focus on continuous school improvement?
Leuzinger has existing policies and regulations and uses its resources to ensure a safe, clean and
orderly environment that nurtures learning. The WASC Visiting Committee will see what many
visitors notice: an attractive, well-kept and comfortable school. This is evident both outside on
the campus grounds and inside the buildings where a vigorous modernization program has
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resulted in state-of-the-art classrooms. There are procedures in place at the site and district levels
that provide for student safety and discipline, campus security, and facility maintenance.
There are a number of indicators, including teacher and student surveys, showing that Leuzinger
has caring teachers and staff and maintains high expectations for all students. Our positive school
culture is characterized by professionalism, trust and respect. Faculty and staff believe that they
are valued as members of the LHS educational community. Collegiality and dedication can be
observed at after school events, department meetings, during collaboration, and informally as
teachers freely share ideas. By recognizing the achievement of our students and expecting
students to perform at a rigorous level, we have fostered high expectations at Leuzinger. The
most recent results of our CST scores, API results, and CAHSEE pass rates have fostered pride
at LHS. Collaboration, staff development, and department and Olympian Leadership Team
meetings provide opportunities for staff input regarding student achievement and the
effectiveness of school programs. Addressing critical academic need #1, our bi-monthly
collaboration time allows teachers to discuss current educational research, reflect on student
achievement, and implement new strategies leading to greater student success,.
Our on-site school resource officer, the safety team, custodial staff, counselors, dean of students,
and administrative team ensure that LHS is a safe learning environment free from physical or
emotional stress. The safety team and security cameras monitor the campus; all visitors must
sign in and provide identification. The administration, along with the staff, ensures the smooth
operation of the school that makes learning the school’s top priority. Our site goals, attendance
policies, school safety plan, disaster preparedness, and emergency drills outline our policies and
procedures. Administration employs a thorough plan for disaster drills that are practiced
regularly and students are informed of school policies through a student handbook that is given
to them at the beginning of the year.
LHS offers peer mediation for conflict management and Saturday school to remediate attendance
issues. Students are currently in the training process to become peer mediators. We also have a
newly implemented Positive Behavioral Intervention and Support (PBIS) system to address
bullying and teach appropriate behaviors. Citizenship, appropriate dress, and personal ethics are
expected and demonstrated by LHS students and good sportsmanship is emphasized in PE
classes and on athletic teams.
Counselors play an important role in scheduling of students based on data, and they make sure
that all students are progressing toward graduation, meeting our critical academic need #2. To
address critical academic need #3, help close the achievement gap in the Special Education
subgroup and ensure that Special Education students are on track for graduation, counselors have
participated in trainings and attend IEP meetings as the administrative designee. Speechlanguage therapy is provided for about 60 students each year. This includes students in general
education classes as well as those in Specialized Academic Instruction classes, Basic Skills
classes, and the Adult Transition program. Students have a range of disabilities some of which
are autism, articulation disorders, language disorders, fluency/stuttering disorders, intellectual
disabilities, etc. A DIS counselor is available to meet with students twice a week and a school
psychologist is housed on our campus. The School Site Council meets monthly to discuss
instructional services and categorical expenditures to best meet the needs of our students.
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The counseling calendar includes meeting with seniors and the parents of those who are not on
track for graduation. Senior and junior class presentations are held in November and students are
informed of scholarship opportunities as they come up. A Back on Track Night is held to meet
with parents of students who are not making adequate progress. Seniors are assisted with college
applications and students are taken to the Los Angeles Cash for College conference to learn
about financial aid. SAT prep classes, CAHSEE boot camps, and the PSAT are offered to
students free of charge. Centinela Youth Services and Starview provide free family and
individual counseling for our students.
Communication and disciplinary actions are logged into PowerSchool and can be accessed by
teachers, counselors, and administrators. Student discipline is handled by the administrative team
and the dean of students; the discipline process at LHS is perceived as fair, firm, swift, and
effective.
Strengths:
• PowerSchool student information system
• Attendance records
• School resource officer
• Activities Director
• Dean of Students
• Discipline records
• Guidance counselors
• Peer Mediation training program
• Student-led campaigns against drug abuse, texting and driving, and bullying
• IEP/SST training for the counselors
• Healthy Kids Program
• Tardy and attendance policies
• Saturday School logs
• Student Recognition events
• Awards assemblies
• Senior Awards Night--scholarships
• Drama productions and events
• Sports events
• Club sponsorship
• Centinela Youth Services
• Starview
• Nurse and Nurse’s aide
• Counseling records
• Disaster plan
• School safety plan
• Safety team
• Visitor logs
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Key Issues:
• Students responsibility in keeping the campus clean
• Need for current course catalogues
• Promotion, advertisements of events, activities, programs and opportunities for
students
• Technological issues
• College Information Night
• Fundraising for athletics and clubs
Important Evidence
• Student handbook
• Emergency procedures
• Site goals
• Security check-in process
• ECA recycling program
• Stull evaluations
• Collaboration data
• Staff development information
• SAT test prep data
• CAHSEE boot camp data
• Master schedule
• Placement matrix
• Dean of Students
• Activities Director
• Suspension and expulsion data
• API scores
• Attendance data
• Students meeting A-G requirements
• Students taking AP tests
• Lunchtime trash pick-up
E3
E4
•
To what extent do all students receive appropriate support along with an individualized
learning plan to help ensure academic success?
•
To what extent do students have access to a system of personal support services,
activities, and opportunities at the school and within the community?
LHS supports the academic, personal, social, and career success of all students. The school has
available adequate services, including referrals to community based organizations, to support
students in such areas as health, career, personal and family counseling, as well as academic
assistance. The school leadership and staff ensure that the support services and related activities
have a direct relationship to student learning. All students have access to a challenging, relevant,
and coherent curriculum.
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The Master Schedule reflects the school’s goals; all students have access to a rigorous,
standards-based curriculum. The Master Schedule is developed based on student academic needs
and student requests. Based on data, the counseling staff guides all students in planning a fouryear program that is updated and revised throughout their high school career. All students
receive appropriate support along with an Individualized Education Program (IEP) where
appropriate. Teachers use a variety of instructional strategies to support the academic success of
all students, including co-teaching, mainstreaming of EL students and students with IEPs (where
appropriate), use of Eno and Promethean Boards and other technology, and an after school
homework club / tutoring program.
LHS has assembled a network of on-site and community resources to provide services and
support for our students. For example, underachieving students are counseled and supported by
personnel and programs within the school such as support classes in math and English Language
Arts, Club Olympian, and after school tutoring. Mental health professionals, the school nurse and
nurse aid, the DIS counselor, the Speech and Language Specialist, and the counseling department
provide a wealth of support for all students.
LHS is an environment where adults care about the well-being of students. Teachers
enthusiastically write letters of recommendation for college applications, stay in the classroom
after hours to help with projects, provide counseling, support student-run organizations and
clubs, or initiate a Student Study Team (SST) meeting to help a floundering student. Our Dean of
Students and School Resource Officer visit students’ homes to keep students with attendance
issues on track. Each student is assigned a counselor (alphabetically, based on last name) who
assists with personal guidance, academic planning, and post-secondary preparation. Counseling
services include appropriate placement and support for EL and Special Needs students.
Underperforming students have a network of personnel and academic programs to remedy
barriers to academic progress. These include ELA and Math support programs in grades 9 and 10
and after school tutoring in core subject areas. College-bound students have a wealth of
opportunities, encouragement, and support as they pursue the most rigorous program possible. At
LHS, all students have an opportunity to take any AP course; many students are recommended
for AP courses via a student data matrix that includes CSTs and grades; teacher input also guides
student placement in courses.
LHS has a full English Language Development program, an honors program, and a growing
Advanced Placement program along with a Specialized Academic Instruction (SAI) program for
students with IEPs. All students have access to a challenging, relevant, and coherent curriculum
that is standards-based. Teachers use standards-based instruction and benchmark test results to
inform their teaching; the ESLRs provide the foundation for school-wide goals. Resources are
allocated to support student achievement in literacy and numeracy skills and promote personal
responsibility and achievement.
Our goal is inclusion of all students in the general education curriculum; many students with
IEPs are mainstreamed and teachers are informed of any modifications and accommodations
stated in IEP goals. Our e2020 program gives students an opportunity to handle credit
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deficiencies by retaking classes (many are UC approved) during the school day and after school.
Students who are credit deficient are offered summer school at LHS and at neighboring
programs; those who would benefit from attending a continuation school or an independent
education program are recommended for Lloyde High School or Centinela Valley Independent
Study School.
The College and Career Center is an extension of the counseling office, providing students with
pertinent college and occupational resources. The counseling staff, consisting of four full-time
fully-credentialed counselors who hold Master’s Degrees in Counseling, along with the College
and Career technician, advises students on graduation and college entrance requirements, college
testing, community college requirements, and other post-graduation information. Cash for
College workshop, UC and CSU application workshops, scholarship workshops, career
exploration, and the AVID program support students in creating goals for their future. This year,
the newly created AAA provides a fully integrated Honors/AP program for our highest achieving
students beginning in the freshman year. Additionally, the Speech and Debate program,
yearbook, and the school newspaper allow students to participate in school activities while
developing their academic, career, and personal/social growth.
LHS has a full time health aid and a part-time nurse that review and maintain student health
records and work with staff concerning the health needs of students. A school psychologist and
DIS counselor also support students with IEPs and 504 Plans. LHS refers students to
community-based support services for health / mental health assistance. We collaborate with
Centinela Youth Services for personal and family counseling as well as victim restitution
programs. Providing academic assistance, students participate in an on-campus Upward Bound
Program through California Lutheran University. On-line courses are available to our students
through the CSUDH Distance Learning Program. Academic peer tutors also provide assistance
in a variety of classrooms. For students and parents who would like more individualized tutoring,
CVUHSD offers tutoring through NCLB (No Child Left Behind). On campus, a Los Angeles
Southwest College Personal Development course is taught by one of our counselors, and students
are encouraged to attend a variety of summer programs to improve their academic standing and
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growth. Students can take classes at the local adult schools or on the LHS campus through
e2020.
Math Lab is an after school tutoring program that focuses on developing numeracy skills. In
Math Lab, AVID students tutor their peers. Math Lab is mandatory for students receiving a D or
F. A sign in/out slip returned to the classroom teacher is evidence of participation and shows
responsibility on the part of the student. Twice a month, teachers collaborate to discuss best
practices and key standards. They look at data to re-teach standards that were not mastered by
students. Teachers often call home or use Blackboard Connect to communicate with parents.
Family Math Night is held during Open House involving the school community, students,
parents, and staff, in a variety of fun math-based activities.
The school culture is one of inclusion of exceptional learners. Students within the special
education program are mainstreamed where indicated in the IEP. Basic Skills/Functional Life
Skills Program is available to students who have moderate to severe disabilities. These students
attend the two special day classes that are differentiated to student learning. The school
environment allows for these two classes to be located within the same area as their age-level
peers in the general education program and nutrition and lunch times are the same as
mainstreamed students, allowing all students to interact on a daily basis.
The focus of the Basic Skills program is functional academics and development of social skills
and independent living skills. Some of our Basic Skills students are also beginning to early
intermediate English Language Learners. The academic focus is writing and speaking.
Collaborative input is provided by our speech pathologist and DIS counselor.
Students are taught the Touch Math upper grades program for basic math, time, money, word
problems, and fractions.
Many students with IEPs are placed into a Learning Center class that supports all aspects of
numeracy skills, literacy skills, and responsibility & engagement. The Learning Center consists
of study skills, organization and time management strategies. Learning Center teachers offer
homework assistance, note taking support, test taking and writing strategies, quiet areas for
testing, as well as monitoring of progress and addressing individual goals of students. The
teacher also stresses the importance of taking responsibility for their actions. Personal
conferences occur regularly where personal / social, career, and academic goals are discussed.
Building 16 houses an adult transitional program for intellectually deficient adults aged 18-22
years of age. The program is dictated by the student's IEP goals and includes vocational training,
independent living, community participation, and accessing adult services. Assessment is done
through Performance Data Checklists, portfolio of work samples, vocational assessment, and the
student's specific goals stated on the IEP.
Extra-curricular activities provide opportunities for personal growth. All students have access to
Club Olympian activities, including a fitness room and recreational classes. All students have
access to the library’s traditional and technological services and a computer lab is available to all
classes. MCA students have access to a Mac Lab. Teachers are available for students outside of
class for academic support and tutoring, and the Weekly Bulletin and audio announcements keep
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the LHS community apprised of important information and upcoming activities. Free CAHSEE
boot camps and free SAT prep classes provide support for students to excel on these tests.
Personal support is promoted and staff is aware of the connection between academic
achievement and personal health. Counselors have participated in mental health and child abuse
training and can refer students to mental health services when needed. Students are given a
Physical Fitness Test at the end of 9th grade and Club Olympian’s Fitness Center is available to
all students and staff.
LHS has a culture of school spirit and pride. Teachers and students wear LHS gear and celebrate
their graduating year by wearing class colors. Noche Latina gave students and their families an
opportunity to celebrate the Hispanic culture. The counseling department communicates with
students and parents and has an open door policy; students can drop in before school, during
nutrition, or after school and find a counselor available. Counselors work diligently to provide
services to students beyond the school campus that include numerous scholarships, summer
programs, a teen parent program, internships, and community service opportunities. LHS
teachers continue to seek out innovative instructional strategies to provide students with the best
educational program.
Strengths:
• Student records
• Culture of school spirit and pride
• Learning Walks
• Counselors
• Student handbook
• Master schedule
• Placement matrix
• Class enrollments
• e2020 program
• Student tutoring programs
• IEPs
• ELD flow chart
• CELDT testing
• CST results
• CAHSEE results
• SAT prep class
• Learning Center
• Math Lab
• College and Career Center technician
• LHS library
• LHS computer lab
• DIS counselor
• Speech and Language specialist
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LHS summer school
ELD CAHSEE Prep
BCLAD / CLAD certification of teachers
Campus posters
Special Education case carriers
Academic peer tutors
Graduation checks
PowerSchool logs
Clubs
Centinela Youth Services
Starview
Key Issues
• Funding for sports and activities
• Volunteers needed
• Crisis counselor needed on campus
• Funding for tutoring
• Student/staff participation in activities
• School image and community perception of LHS
• Promotion and advertisement of events and activities
• Parental involvement
Important Evidence
• Club involvement
• Sports involvement
• ASB
• AAA, MCA, ECA
• Workability
• Athletics
• AVID
• Peer mediation
• Healthy Kids
• Blood Drives
• Lawndale Movie of the Month
• Increased GATES, Northwestern Posse, and QuestBridge National College Match
Scholarship applicants and winners
• Increased involvement in Sheriff’s Explorers Program
• Increased involvement in Upward Bound programs
• Smaller counseling caseloads
• AAA implementation
• Program review
• Placement Matrix
Page 189
Chapter V
School-Wide Action Plan
Chapter V: School-wide Action Plan
Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in English, math, history, and science.
Rationale:
• The school has an API of 700, 100 points away from 800 (the state’s defining measure of high performing schools).
• For the Class of 2012, 27% of graduating students completed UC/CSU required courses.
• Although Leuzinger High School met school-wide API growth in 2012, the following subgroups did not meet AYP
proficiency targets.
o English proficiency target was not met school-wide.
o The African American and Hispanic/Latino subgroups did not meet English proficiency target.
o The SED, English Learners, and SWD subgroups did not meet English proficiency target.
Expected School-wide Learning Results Addressed:
• Possess the literacy skills necessary to understand information from a variety of sources, express and justify an opinion,
and communicate effectively.
• Possess the numeracy skills necessary to logically solve real world problems
Yearly targeted growth:
2012-2013
• The amount of students earning proficient or advanced scores in English, math, history, and science will increase by 10%
as measured in 2012 CSTs.
• The amount of students earning proficient or advanced scores in both portions of the CAHSEE will increase enough to
meet the 2013 required to make AYP via Safe Harbor.
• Provide ongoing professional development and support for all teachers.
2013-2014
•
•
•
The percentage of ninth and tenth grade students who score proficient or advanced on the CSTs will increase by 5%.
Within this 5% increase, there will be a 10% increase for Socio-Economically Disadvantaged students.
The percentage of ninth grade students who score FBB/BB on the CSTs will decrease by 10%.
Page 191
•
The percentage of tenth graders who will meet the AYP criteria for proficiency (based on CAHSEE) will increase by 10%,
including 10% Socio-Economically Disadvantaged students.
2014-2015
•
Same Targets
Monitor Progress Tools
•
•
•
•
•
•
Report Progress:
California Standards Test data (CST) – English Language
Arts, Math, Science, and Social Science.
CAHSEE 10th AYP Proficiency – All subgroups
Quarterly Benchmarks
Direct Interactive Training for Teachers
Number of strategic and intervention sections in the master
schedule
Enrollment in CAHSEE remediation classes (during & outside
of school day)
Strategies/Actions
to Implement this
Goal
Goal 1. All students
will reach high
standards, at a
minimum, attaining
proficiency or better
in English, math,
history and science.
Data analysis
utilizing the Data
Start/Completion
Date/Personnel
Involved
08/01/2012 06/30/2013
Each Funding
Source/Amount
None - analysis
done in
Progress of this goal and action plan will be shared with parents and
students at monthly ELAC and Title 1 meetings. Departments will
also discuss issues related to this goal during collaboration.
Leadership team will revisit topics during weekly cabinet meetings
and monthly OLT meetings.
Professional
Development/
Resources
CST scores,
Benchmark
Responsible Person(s)
Involved
Administrators, OLT
Reporting
Bi-Weekly collaboration,
Olympian Leadership
Page 192
Teams Process
collaboration
Increasing the
08/01/2012 amount of
06/30/2013
technology available
to teachers to present
engaging lessons
scores,
D/F rates
None - all
ELMO Document
teachers have
Cameras,
Prometheans or
Classroom
Eno Boards.
Responders, ENO
Continued use of and Promethean
the technology in Boards
the classroom to
be monitored
None Ongoing support
Continued
from tech trainer
support in use of
educational
technology
Training and
implementation of
educational
technology.
08/01/2012 06/30/2013
Development and
implementation of
common
assessments
Mandatory tutoring
for all students who
are Far Below Basic
or Below Basic
Intervention Courses
offered for students
at below basic and
far below basic
Classified Support
for Low Performing
students
ALEKS Math
Support Software
08/01/2012 06/30/2013
None –
Collaboration
Time
08/01/2012 06/30/2013
None - SBWIB
08/01/2012 06/30/2013
Title I
$26,855
08/01/2012
Title I
$10,000
08/01/2012
EIA/SCE
$3,800
Team meeting
Teachers
Monthly Title 1 and ELA
meetings
Teachers
Department collaboration,
Title I meeting
Monthly PLC
Content team
collaboration and
meetings
Club Olympian,
Math Lab,
English
Enrichment Lab
Read 180,
Algebra
Essentials,
Math Success
AVID
Teachers
monthly PLC Content
Team meetings
Teachers
Monthly reports from Club
Olympian
Teachers, Administrators
Leadership Team Meeting,
Title 1 and ELAC parent
meetings
Title 1 Meetings
Site-level training
by department
Math Teachers
AVID Tutors
AVID meetings with
district admin and
Page 193
Explicit CAHSEE
preparation in all
English and math
courses six weeks
prior to the March
test (Saturday
School)
Monthly workshops
for probationary
teachers to discuss
instructional
strategies, classroom
management,
standards-based
instruction, and
curriculum
development/
alignment
08/01/2012 06/30/2013
EIA/SCE
$6,000
08/01/2012 06/30/2013
EIA/LEP
$5,600
chair
Data Director,
Saturday school
preparation
program
Teacher led
monthly
professional
development
workshops based
on the needs of
new teachers
Teachers
Teachers
principal, Title 1 meeting
Title 1 meetings, School
newsletter, OLT meetings
Olympian Leadership
Team meeting
Page 194
Goal 2: All Limited English Proficient students will become proficient in English and reach high academic standards, at a minimum
attaining proficiency or better in Reading, Language Arts, and Mathematics.
Rationale:
• English Learners did not meet AYP criteria for English Proficiency in 2012.
• CAHSEE pass and proficiency rate for tenth grade English Learners are significantly lower than the other subgroups.
• English Learners’ CST proficiency rate is significantly lower than the other subgroups.
2012-2013
• English Learners will meet AMAO #1 and #2 in 2012-2013
• 20% of English Learners will be reclassified as fluent in English.
• Provide ongoing professional development and support for all teachers.
2013-2014
• 10% increase for ninth and tenth grade ELs scoring proficient or above on CSTs
• 10% decrease for ninth and tenth ELs scoring in FBB/BB on CSTs
• 35% of EL students’ CELDT scores will increase one level each year.
2014-2015
• Same Targets
Page 195
•
•
•
•
•
•
•
Report Progress:
AMAO results
CELDT scores
CST and CAHSEE scores for English Learners
Benchmark results
Reclassification rate for English Learners
Professional Development for teachers
Direct Interactive Instruction training
Strategies/Actions to
Implement this Goal
Goal 2. All Limited
English Proficient
students will become
proficient in English and
reach high academic
standards, at a minimum
attaining proficiency or
better in Reading,
Language Arts, and
Mathematics.
Teachers will be trained in
DII strategies with an
emphasis on scaffolding
instruction and
questioning techniques
Tutorial support for
English Learners available
in every subject areas
Start/Completion
Date/Personnel
Each Funding
Source/Amount
students at monthly ELAC and Title 1 meetings. Departments will
also discuss issues related to this goal during collaboration.
Leadership team will revisit topics during weekly cabinet meetings
and monthly OLT meetings. Additionally, administrators will report
to board and district administrators periodically with annual
reporting/approval of Single Plan for Student Achievement. Action
plan modified, when necessary, at least annually.
Professional
Development/
Resources
Responsible
Person(s)
Involved
Reporting
08 /01/2012 06/30/2013
EIA/LEP
$3,863
Action Learning
Systems
Teachers
Department
collaboration
08 /01/2012 06/30/2013
None
Club Olympian,
Action Learning
System, Math
Teachers
ELAC and Title 1
meetings
Page 196
Workshops for teachers to
explain the reclassification
criteria and to discuss
strategies that can be used
to accomplish this goal
Parent workshops to
discuss reclassification
criteria
Workshops for all teachers
to discuss instructional
strategies to improve
achievement of English
Learners
08/01/2012 06/30/2013
None Collaboration
08/01/2012 06/30/2013
ELAC Parent
meeting, Title I
meeting
EIA/LEP
Extra-hourly
$1,000
08/01/2012 06/30/2013
Lab, English
Enrichment
Workshop led by
ELD Coordinator
Teachers
OLT Meetings and
department
collaboration
ELAC meetings,
ELD coordinator
Teachers
ELAC and Title 1
meetings
ELD Coordinator
Teachers
Weekly Cabinet
meetings, OLT
meetings, Title 1
and ELAC meetings
Page 197
Goal 3: All students will be educated in learning environments that are safe, drug free, and conducive to learning.
Rationale:
• To increase the graduation rate.
• To continue to lower the suspension rate.
• To improve the attendance rate to 95% or better across all grade levels. Currently, the attendance is as follows:
o All students: 94.66%
o 9th Graders: 94.49%
o 10th Graders: 94:46%
• Be responsible citizens in the Leuzinger High School community.
2012-2013
• Increase overall attendance rate to 95% by reducing the percentage of students identified as truant.
• The suspension and expulsion rates will decrease at least 15%.
2013-2014
• The suspension and expulsion rate will decrease at least 15%.
• Full implementation of PBIS school-wide
2014-2015
• Decrease suspension and expulsion rates by an additional 15%.
Page 198
•
•
•
•
•
•
Report Progress:
Weekly and Monthly Attendance report
Annual Suspension rate
Annual Expulsion rate
Saturday School attendance
Professional Development on bullying
Collaboration with site and district safety team
Strategies/Actions
to Implement this
Goal
will be educated in
learning
environments that are
safe, drug free, and
conducive to
learning.
Incentives, rewards,
and recognition for
students who
improve or maintain
perfect attendance
Mandatory parent
meetings for parents
of students who are
truant
Start/Completion Each Funding
Date
Source/Amount
Development and
students at monthly ELAC and Title 1 meetings. Parents will also be
invited to attend Back on Track Night to discuss intervention
strategies to help struggling students. Intervention will also include
PBIS (Positive Behavioral Intervention and Support) and use of
Parent Portal.
Professional
Development/
Resources
Responsible
Person(s) Involved
Reporting
08/01/2012 06/30/2013
EIA/LEA and
SCE
$1,000
Funding for incentives,
PowerSchool to monitor
student attendance
Teachers,
Administrators,
Dean
Weekly PA
announcements to
entire school,
Parent meetings
08/01/2012 06/30/2013
None
Administrators,
Dean
08/01/2012 -
Perkins
SART Meetings,
Attendance meetings
with district
administrators, Back on
Track Night
Implementation of
Title 1 meetings,
SART meetings,
letters to parents
regarding student
attendance
OLT meetings
Administrators,
Page 199
implementation of an
RTI model to change
inappropriate student
behaviors.
06/30/2013
$6,000
Seminars for teachers
regarding classroom
management
strategies and
techniques, conflict
mediation, and
disciplining students
with dignity
Workshops for
parents regarding
various support
programs,
community agencies,
and additional
counseling available
to support their
students
08/01/2012 06/30/2013
EIA/LEP
$1,000
08/01/2012 06/30/2013
None
Positive Behavioral
Intervention and
Support, Peer Mediation
led by students,
progressive student
discipline matrix
Classroom management
workshop led by
teachers
Dean, Counselors,
Teachers, Parents
Administrators,
Dean, Teachers
Centinela Youth
Administrators,
Services, Starview, Back Counselors,
on Track Night, Parent
Teachers
Portal
OLT meetings
Title 1 and ELAC
meetings
Page 200
Goal 4: All students will graduate from high school.
Rationale:
• To increase Leuzinger High School’s graduation rate.
• To prepare students with the skills and knowledge for post-secondary education.
• To help Leuzinger students be responsible citizens in the Leuzinger High School community.
• Be responsible citizens in the Leuzinger High School community.
2012-2013
• At least 50% of the Class of 2013 will meet the basic requirements for admission to a UC/CSU school (i.e. A-G
requirements, taken the SAT/ACT exam, etc.)
• The graduation rate for the Class of 2013 will be at least 85%
2013-2014
•
•
At least 60% of the Class of 2014 will meet the basic requirements for admission to a UC/CSU school (i.e. A-G
The graduation rate for the Class of 2014 will be at least 87%
2014-2015
•
•
At least 70% of the Class of 2015 will meet the basic requirements for admission to a UC/CSU school (i.e. A-G
The graduation rate for the Class of 2014 will be at least 90%
Page 201
•
•
•
•
•
Report Progress:
students at monthly ELAC and Title 1 meetings. Students will meet
with counselors to discuss graduation. Parents will be invited to Back
on Track Night to discuss intervention strategies to help struggling
students. Parents will be contacted using Blackboard Connect and
school letters.
Student meeting A-G requirements
College acceptance rate
SAT scores
ACT scores
Graduation rate
Strategies/Actions
to Implement this
Goal
will graduate from
high school.
Mandatory parent
meetings at the end
of the first quarter
for all 9th and 10th
grade students with
multiple Ds and Fs
Provide SAT
preparation courses
for up to 50 11th12th grade students
Send counselors,
administrators, and
academy
coordinators to
admissions
workshops hosted by
the CSU/UC systems
Start/Completion
Date/Personnel
Each Funding
Source/Amount
Professional
Development/
Resources
Responsible
Person(s) Involved
Reporting
08/01/2012 06/30/2013
None
Back on Track
Night
Administrators
Parent meetings, Back
on Track Night to
meet with parents
08/01/2012 06/30/2013
EIA/LEP and SCE
KAPLAN Test
Prep
Administrators,
counselors
OLT meetings
CSU/UC
Workshops,
Upward Bound
Administrators,
counselors
Cabinet meetings
08/01/2012 06/30/2013
Extra duty hours
and
supplies/materials
Page 202
College information
night each
November and a
district-wide college
fair
Parent workshops on
college admissions
and financial aid
08/01/2012 06/30/2013
Blackboard
Connect AutoDialer
Administrators,
counselors
On-going parent
meetings
Workshop for
parents and
guardians, senior
information night,
parent workshop
on FAFSA
AP workshops
Administrators,
counselors
On-going parent
meetings
All AP teachers will
attend their
respective AP
institutes/workshops
Continue to expand
AP course offerings,
and improve
articulation between
honors courses and
AP courses
08/01/2012 06/30/2013
New teachers that
have not attended
Teachers
OLT meetings,
collaboration
08/01/2012 06/30/2013
Supplement the
Student data
cost of AP exams
for students who do
not qualify for fee
waivers and cannot
afford them
Administrators,
counselors
Collaboration
Tutoring support for
all students with
grades of D or F in
the core content
areas
08/01/2012 06/30/2013
Extra duty hours
for teachers,
attendance at
various related
conferences and
workshops,
SWIB
Club Olympian,
Math Lab, English
Enrichment
Teachers
Title 1 meetings,
Department
collaboration
Offer the PSAT
exam for 10th and
11th grade students
08/01/2012 06/30/2013
Financial
Assistance to pay
for the PSAT for
PSAT Exam
Administrators,
counselors
Title 1 meetings
08/01/2012 06/30/2013
Extra duty hours
and
supplies/materials
Extra duty hours
and
supplies/materials
Page 203
Continue using the
Student ID Tracking
Software
08/01/2012 06/30/2013
All students enrolled
in AP courses will
take the respective
AP exam
08/01/2012 06/30/2013
"CAHSEE Boot
Camp" for juniors
and seniors who
have not passed the
CAHSEE
08/01/2012 06/30/2013
those students who
cannot afford to
pay for it.
Lottery Money
$3,800
Financial
assistance to pay
for the PSAT for
those students who
cannot afford to
pay for it.
Contract with
Kaplan Test Prep
PLASCO ID
Administrators,
Dean
Parent Portal
Student data,
placement matrix,
AP exam fee
waivers
Administrators,
counselors
Parent meetings
Data Director,
PowerSchool,
Kaplan Test
Services
Administrators,
counselors
Parent meetings
Page 204
Appendix
Acronyms ...................................................................................................................................... A1
School Accountability Report Card 2010-11................................................................................ A3
School Budget Pages from SPSA ............................................................................................... A11
CBEDS School Information Form .............................................................................................. A28
Graduation Requirements ........................................................................................................... A29
Science and Math Course Pathways ........................................................................................... A30
EL Program Flowchart................................................................................................................ A31
LZ Textbook List 2012-13 .......................................................................................................... A32
Reading Intervention Programs .................................................................................................. A35
English Enrichment Tutoring Hours ........................................................................................... A37
Math Lab Tutoring Hours ........................................................................................................... A38
Learning Walk DII Template ...................................................................................................... A39
PBIS Pyramid ............................................................................................................................. A40
Teacher Survey ........................................................................................................................... A41
Student Survey ............................................................................................................................ A45
Parent Survey .............................................................................................................................. A50
Acronyms
AAA
ACT
ALEKS
ALS
AMAO
AP
API
APID
ASB
AVID
AYP
BSU
BTSA
CAHSEE
CBEDS
CCTC
CELDT
CFU
CLAD
CMA
CST
CSU
CTE
CVUHSD
DELAC
DII
DIS
EAP
ECA
EL
ELA
ELAC
ELD
ELL
ELPD
EO
ESLR
GATE
IEP
IFEP
LACOE
LEA
LHS
LTEL
Advanced Academics Academy
American College Testing
Assessment and Learning in Knowledge Spaces
Action Learning Systems, Inc.
Annual Measurable Achievement Objectives
Advanced Placement
Academic Performance Index
Advanced Placement International Diploma
Associated Student Body
Advancement Via Individual Determination
Adequate Yearly Progress
Black Student Union
Beginning Teacher Support and Achievement
California High School Exit Exam
California Basic Education Data System
California Commission on Teacher Credentialing
California English Language Development Test
Checking for Understanding
Cross-Cultural Language and Academic Development
California Modified Assessment
California Standards Test
California State University
Career Technical Education
Centinela Valley Union High School District
District English Learner Advisory Committee
Direct Interactive Instruction
Designated Instructional Services
Early Assessment Program
Environmental Careers Academy
English Learner
English Language Arts
English Learner Advisory Committee
English Language Development
English Language Learner
English Learner Professional Development
English Only
Expected School-wide Learning Results
Gifted and Talented Education
Individualized Education Program
Initial Fluent English Proficient
Los Angeles County Office of Education
Local Education Agency
Long Term English Learner
A1
MCA
NCLB
OLT
PBIS
PI
PLC
PREP
PSAT
RFEP
ROP
RSP
RTI
SAI
SARB
SARC
SART
SAT
SDAIE
SDC
SED
SHAPE
SI
SL
SPSA
SRI
SSC
SST
STAR
SWD
TPS
UC
WASC
Multimedia Careers Academy
No Child Left Behind
Olympian Leadership Team
Positive Behavioral Interventions and Supports
Program Improvement
Professional Learning Community
Pilipino Recruitment and Enrichment Program
Preliminary Scholastic Aptitude Test
Reclassified Fluent English Proficient
Regional Occupational Program
Resource Specialist Program
Response to Intervention
Specialized Academic Instruction
School Attendance Review Board
School Accountability Report Card
School Attendance Review Team
Scholastic Aptitude Test
Specially-Designed Academic Instruction in English
Special Day Class
Socio-Economically Disadvantaged
Students Heightening Academic Performance through Education
School Improvement
Sheltered Language
Single Plan for Student Achievement
Scholastic Reading Inventory
School Site Council
Student Study Team
Standardized Testing and Reporting
Students with Disabilities
Think Pair Share
University of California
Western Association of Schools and Colleges
A2
Centinela Valley
Union High School District
Accredited by the Western Association of Schools and Colleges
4118 West Rosecrans Avenue, Lawndale, CA 90260
(310) 263-2200
Dr. Ryan Smith, Principal
Faster, Higher,
Stronger
School Accountability Report Card
2010-11 School Activity Published in February 2012
Principal’s Message
“Dedicated to Academic Excellence and
Achievement for All Students”
14901 South Inglewood Avenue
Lawndale, CA 90260
(310) 263-3200
www.centinela.K12.ca.us
Board of Education
Lorena Gonzalez
Maritza Molina
Rocio C. Pizano
Gloria Ramos
Hugo Rojas
District Administration
Jose A. Fernandez
Superintendent
Bob Cox
Assistant Superintendent
Human Resources
Dr. Benjamin Wolf
Assistant Superintendent
Educational Services
Ron Hacker
Interim Assistant Superintendent
Business Services
The statistical information disclosed in this report
is obtained from the California Department of
Education and the Centinela Valley Union High
School District. At the time of publishing, this report
met all SARC-related state and federal requirements,
using the most current data available. Information
for the instructional materials section of this report
was acquired in December 2011; school facilities
information was obtained in January 2012.
Leuzinger High School is a large comprehensive high
school. We offer a variety of classes to appeal to the
diverse academic and social needs of our students. The
faculty and staff of Leuzinger work very hard to ensure
that our students are prepared for life after high school.
An important part of that preparation is developing a
plan that requires each student to take courses that are
challenging and rigorous.
All freshmen develop a four-year plan with their parents
and their counselor. This plan sets clear expectations
for high school graduation and increases students’
awareness of the importance of education in preparing
for the future. This plan is revised and adjusted annually
based on students’ grades and progress.
In addition to participation in our comprehensive
academic program, students may enroll in our fouryear Advancement Via Individual Determination (AVID)
program of college preparation classes or in one of two
career academies: the Environmental Careers Academy
(ECA) or Multimedia Career Academy (MCA).
The future belongs to those who have the skills and
talent to meet the demands of our fast-paced, highly
technological society. Academically prepared Olympians
are the future!
District Profile
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School Vision
All Olympian graduates will be eligible to attend a
four-year college or university. Our students will leave
Leuzinger High School with the knowledge, skills,
and experiences necessary to be successful in any
postsecondary education environment. They will have
a strong sense of what occupation they would like to
pursue as a career, and will have received guidance as
to which post-secondary institutions, training programs,
or industries will best fit their personal goals.
Centinela Valley Union High School District is located next
to the 405 freeway in the city of Lawndale, approximately
20 miles southwest of the city of Los Angeles. During the
2010-11 school year, the district’s three comprehensive
high schools, continuation school, and independent
study school served a total of 6,618 students in grades
9-12 residing in the cities of Hawthorne, Lawndale,
and Lennox, and unincorporated portions of Los
Angeles County. The district serves four feeder districts,
Hawthorne Elementary, Lawndale Elementary, Lennox
Elementary, and Wiseburn Elementary.
Parent Involvement
District Vision
Parent representation is an integral component of the
School Site Council, English Learner Advisory Council,
WASC Team (Western Association of Schools and
Colleges), and Parent Teacher Student Association
(PTSA). Each of these groups is responsible for leading
and evaluating the school’s progress to provide a safe
and effective learning environment. Parents seeking
more information about becoming an active member in
the school community may contact the school office at
(310) 263-2200.
The Centinela Valley Union High School District is
committed to providing an educational environment in
which all students succeed. Students will be prepared
to meet the challenges of higher education and the future
demands of a modern technological society.
School Profile
During the 2010-11 school year, Leuzinger High School
served 2,190 students in grades 9-12. Student enrollment
included 11% receiving special education services,
50% qualifying for English learner support, and 70.2%
qualifying for free or reduced-price meals. Leuzinger
High School offers a comprehensive standards-based
curriculum, preparing students for their post-secondary
education opportunities and entrance into the workforce.
1
Parents are encouraged to get involved in Leuzinger
High School’s learning community by volunteering their
time, attending school events, or sharing in the decisionmaking process. The school welcomes assistance:
• In the library
• Chaperoning field trips
• With athletics
• With student supervision
Leuzinger High provides a broad range of activities and
events to support the learning process in and beyond
the classroom environment. Throughout the year, staff
encourage parents to attend:
• Back to School Night
• Family Mediation
• Family Counseling
• Open House
2010-11 School Accountability Report Card
A3
• Parent Education Workshops
• Title I Parent Meetings
• Student Performances
• Subject-Based Night
• College Night



School News
All school-to-home communication is provided in both
English and Spanish. Through routine correspondence
and special announcements, parents are kept informed
on school news, student activities, schedules, policy
changes, and class curriculum updates in the following
formats:
• ConnectEd (mass communication telephone system)
• E-mail
• Flyers
• Monthly parent meetings
• Phone calls
• School website www.leuzinger.org
• School marquee
• Twitter@Leuzinger_HS






















































Adequate Yearly Progress
For the 2010-11 AYP cycle, high schools must achieve
a 66.7% or higher proficiency rate in English/Language
Arts and 66.1% or higher proficiency rate in math on the
California High School Exit Exam (grade 10 results only).
Additional criteria contributing to whether or not a high
school demonstrates AYP include achieving a 95% or
above participation rate on the CAHSEE, obtaining an API
growth score of 710 or higher or increasing the API growth
by one point, and obtaining a graduation rate of 90%.












































































The AYP table in this report illustrates the school’s
progress in meeting 2010-11 AYP target rates. More
information on AYP can be found on the California
Department of Education’s (CDE) website www.cde.
ca.gov/nclb/ and the U.S. Department of Education’s
website www.ed.gov/nclb/accountability/.





























































   























Student Achievement
The Federal No Child Left Behind Act (NCLB) requires
that all students perform at or above the proficient level
on the state’s standards-based assessment by the
year 2014. Meeting Adequate Yearly Progress (AYP)
milestones helps determine whether students are
reaching proficiency level targets set by NCLB. AYP
requires annual evaluation and reporting of the academic
progress of all students and defined student subgroups.

























































































































2
A4
Standardized State Assessments
Students at Leuzinger High School participate
in California’s STAR examination each year. The
mandatory STAR Program (Standardized Testing and
Reporting) is a set of assessments that evaluates
student proficiency in core subject areas and compares
student results with other students in the state who took
the same test. The STAR is comprised of a series of
four components: the California Standards Tests (CST),
the California Alternative Performance Assessment
(CAPA), the California Modified Assessment (CMA),
and Standards-based Tests in Spanish (STS).
California Standards Test
California Standards Tests assess student performance
on the California Academic Content Standards adopted
by the State Board of Education. Performance
standards identify the level of student mastery of the
content standards tested. The state target for every
student is to score at the Advanced or Proficient level.
Students scoring at the Far Below Basic, Below Basic,
and Basic levels may receive differentiated instruction
through school intervention programs designed to
increase student proficiency levels to meet grade level
standards. Detailed results by grade level for each
student group can be obtained from the California
Department of Education’s website http://star.cde.
ca.gov.
California High School Exit Exam
The California High School Exit Exam (CAHSEE) is
a state-mandated test given to 10-12 grade students
to measure student proficiency in math and English/
language arts. The CAHSEE helps identify students
who are not developing skills that are essential for
life after high school and encourages schools to give
these students the attention and resources needed to
help them achieve these skills during their high school
years. Students must pass the English/language
arts and math components of the examination to be
eligible for a high school diploma. The test is initially
given to students in the tenth grade. Students are
given numerous chances to pass the test during their
sophomore, junior, and senior years; 69% of Leuzinger
High School’s tenth grade students who took the test
in 2010-11 passed the math portion of the exam and
68% passed the English/language arts portion of the
exam. Proficiency scores from the test are used as a
determination of Adequate Yearly Progress (AYP)
as noted in the AYP section of this report. Detailed
The API table in this report highlights Leuzinger High
School’s progress over the past three years. To maintain
confidentiality, results are reported for numerically
significant subgroups only. Numerically significant
subgroups are comprised of 1) at least 100 students with
valid test scores or 2) at least 50 valid scores comprising
at least 15% of the valid test scores.
information about the CAHSEE can be found at www.cde.
ca.gov/ta/tg/hs/.
Physical Fitness
In the spring of each year, Leuzinger High School is
required by the state to administer a physical fitness
test to all students in the ninth grade. The physical
fitness test measures each student’s ability to complete
six fitness tasks in six major areas. Students that either
meet or exceed the standards in all six fitness areas are
considered to be physically fit or in the “healthy fitness
zone.” Comparative district and state results can be found
at the CDE’s website http://www.cde.ca.gov/ta/tg/pf/.
No Child Left Behind (NCLB)
The No Child Left Behind (NCLB) Act is part of the
Federal Title I funding program designed to support
additional staffing and programs to meet the needs of
low-income, low achieving students, and other designated
students with special needs. Schools may apply, based
upon their student demographics, for one of two types
of Title I funding: Title I Schoolwide or Title I Targeted
Assistance. Title I Schoolwide schools use federal funds
for schoolwide improvement of student achievement.
Title I Targeted Assistance schools use federal funds to
help those students who meet specific program criteria.
In 2010-11, Leuzinger High School received Title I
Schoolwide funding and is therefore required to comply
with program mandates. Any school receiving Title I
funds is required to comply with respective program
testing and reporting activities, achieve specific levels of
student proficiency, and monitor school progress towards
meeting established goals.













Academic Performance Index
The state Academic Performance Index (API) was
launched by the California Department of Education
in 1999 to measure the performance and progress of
schools based on STAR and CAHSEE testing results.
(Note: CAHSEE is the California High School Exit Exam
administered to students in grades 10-12 as part of the
state’s graduation requirements.) The API is used to
develop annual schoolwide performance growth targets
for future academic improvement.















The API measures academic performance and growth
of California’s schools based on a numeric scale ranging
from a low 200 to a high 1000. Academic growth is
measured by subtracting the base year API from the
growth API. API growth scores are based upon the
results of state standardized tests. Schools that do not
meet or exceed their growth targets and are ranked in the
bottom half of the statewide distribution may qualify for
intervention program funding. Each annual API reporting
cycle includes two reports: a base report, which is
released after the first of the calendar year, and a growth
report, which is released after school starts in the fall.
These reports are based on APIs calculated in exactly
the same fashion with the same indicators but using test
results from two different years.





California Adequate Yearly Progress calculations
determine whether a Title I school has met performance
goals. Schools not meeting specific AYP criteria enter
Program Improvement, a monitoring system and curriculum
enhancement program designed to help schools increase
student proficiency levels. More information about Title I
and Program Improvement can be located on the CDE’s
website www.cde.ca.gov/ta/ac/ay/.
























































































































3


A5
School Facilities & Safety
Facilities Profile
Leuzinger High School provides a safe, clean
environment for learning through proper facilities
maintenance and campus supervision. Original school
buildings were constructed circa 1933. Monthly safety
inspections and ongoing maintenance ensures school
facilities are kept safe, in good working condition, and
provide adequate space for students and staff.






























2010-11 Campus Improvement Projects - Measure CV
• Completion of Center for Arts and Sciences
- three two-story buildings comprised of 36
classrooms and eight state-of-the-art science labs,
three sets of boys and girls restrooms, and elevators
• Renovated older classrooms
• Installation of interactive multimedia
technology with internet connectivity
• Outdoor learning environment that includes two
outdoor amphitheater lecture areas
2011-12 Campus Improvement Projects - Measure CV
• Phase II Modernization begins - construction of
new classroom building, cafeteria, art classrooms,
and culinary arts academy facility
Supervision & Safety
All staff share in the supervision of students throughout
the day. As students arrive on campus each morning,

School custodial staff and the district’s maintenance
department work together to ensure classrooms and
campus grounds are well-maintained and kept safe and
functioning for students, staff, and visitors. Maintenance
and Operations (M&O) employs an electronic (webbased) work order system enabling school staff to
communicate unscheduled maintenance needs, urgent
repairs, or special projects. Most of Leuzinger High
School’s repairs and maintenance projects are performed
by the school’s day custodians. Emergency situations are
immediately resolved either by the school custodian or
district maintenance staff, based upon the nature of the
situation.
Two day custodians and eight evening custodians
are assigned to Leuzinger High School for routine
maintenance, daily custodial duties, and special events
preparations. The administrative team and plant
manager communicate daily regarding campus cleaning
needs and safety concerns. Regularly, the associate
principals, lead day custodian, and a district maintenance
representative meet to discuss campus projects, setups,
special assignments, general housekeeping, and project
priorities.






























School safety and cleanliness are the custodians’
highest priority and strongly emphasized as a component
of their daily routines. Custodians receive training from
department supervisors and supply vendors regarding
proper cleaning methods, use of chemicals, and use of
equipment. The district provides appropriate equipment
and supplies to maintain a clean, healthy environment.
Every morning before school begins, the day custodians
inspect facilities for safety hazards, graffiti, and other
conditions that require removal prior to students
and staff entering school grounds. On an annual
basis, schools are required by the state to perform a
comprehensive inspection and report those findings to
the school community. The most recent inspection for
Leuzinger High School took place on September 22,
2011. The School Facility Good Repair Status table
illustrated in this report identifies the state-required
inspection areas and discloses the operational status in
each of those areas. During the 2010-11 school year
100% of restrooms were fully operational and available
to students at all times.
Classroom Environment
Discipline & Climate for Learning
All staff believe that a safe learning environment is an
effective learning environment. At the beginning of the
school year, school rules, district policies, and academic
expectations are outlined in the student handbook. All
students and parents are required to sign the Olympian
Code of Conduct to confirm receipt and understanding
of school rules and behavior expectations. During
freshman orientation, school staff reinforce behavior
expectations and consequences for poor behavior.
School rules are displayed in the classroom and outlined
in the course syllabus, and an associate principal visits
classrooms to reinforce school policies.

























The day custodians are responsible for setting up the
cafeteria for meals and activities, keeping restrooms
clean and stocked, gymnasium cleaning, removing
debris and emptying trash receptacles, and addressing
minor repairs and maintenance issues. The day
custodians check restrooms every hour as a proactive
approach in keeping facilities fully stocked, safe, and
sanitary. Evening custodians are responsible for daily
comprehensive cleaning of classrooms, office areas,
library, career center, locker rooms, gymnasium,
restrooms, and other areas as assigned.




The Comprehensive School Site Safety Plan was
developed for Leuzinger High School in collaboration
with local agencies and the district office to fulfill Senate
Bill 187 requirements. Components of this plan include
child abuse reporting procedures, teacher notification
of dangerous pupil procedures, disaster response
procedures, procedures for safe arrival and departure
from school, sexual harassment policy, and dress code
policy. The school’s most current safety plan is reviewed,
updated, and shared with staff in the fall of 2011.





School Site Safety Plan
Facilities Maintenance


administrators, counselors, the dean of students, the
safety officers, and school resource officer are stationed
at strategic locations to monitor student activities. During
the lunch period, all administrators, the dean of students,
safety officers, custodians, and the school resource officer
share supervision of students in meal areas and common
gathering areas. When students are dismissed at the
end of the day, all administrators, the dean of students,
safety officers, and the school resource officer circulate
throughout the campus and monitor exit areas to ensure
students leave campus in a safe and orderly manner. To
maintain a safe and secure environment, all parents and
visitors are required to check in at the gate (guard shack)
upon arrival and obtain and wear a visitor’s badge.
4

























Progressive discipline begins in the classroom when
students are disruptive or demonstrating poor citizenship.
The behavior improvement process involves the student,
teacher, parent, and administrators. Students continuing
A6
to have difficulty with their behavior are referred to the
dean of students or an associate for further intervention
measures, taking into consideration past behavior
trends. Misbehavior is not tolerated and is dealt with
firmly, consistently, and fairly to the extent necessary to
ensure a safe and positive learning environment in the
classroom and on campus.
Student Recognition
All staff embrace the opportunity to recognize and
reward students for being good citizens, outstanding
academic effort, demonstrating good sportsmanship,
and following school rules. Students have many
opportunities to earn the following awards and honors:































Extracurricular & Enrichment Activities
Behavioral and academic intervention strategies provide
the support and motivation some students require to earn
their diploma. Administration and counseling staff review
students’ grades, credit accumulation, CAHSEE scores,
and attendance records to identify students who may
benefit from additional academic support and intervention.
Counseling, tutoring, parent conferences, E2020 online
credit recovery program, Club Olympian, CAHSEE prep
classes, and concurrent enrollment in community college
are available to assist those students having difficultly with
subject area content.
Teaching Load Distribution
For those students who have been unsuccessful in the
comprehensive high school environment or have exhausted
their opportunities to remain at Leuzinger High School,
alternative methods of acquiring a diploma are available
through the district’s continuation school program,
concurrent enrollment at the community college, or the
district’s adult school. The following table illustrates the
percentage of students who graduated from Leuzinger High
School having met both CAHSEE exam requirements and
district graduation requirements.
• Attendance (classroom awards)
• Honor Roll
• CST Recognition
• Senior Awards Night
• Top 100 GPA Awards (25 per grade level)
• Senior Luncheon (for students accepted into a
four-year college)
Students are provided a variety of avenues to explore
their personal interests and talents while developing their
academic and physical fitness outside the classroom
environment. Leuzinger High School sponsors many
clubs, leadership training opportunities, college prep
courses, and interscholastic athletic programs. Student
may attend Club Olympian after school to participate in
enrichment activities or receiving tutoring.
The Teaching Load Distribution table in this report
illustrates the distribution of class sizes by grade level,
the average class size, and the number of classes that
contain 1-20 students, 21-32 students, and 33 or more
students.






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












































































Dropouts
Leuzinger High School’s teachers and administrative staff
are skilled in and have developed ways to detect the early
identification of students exhibiting the warning signs and/
or behavioral traits that typically lead to dropping out of
school. A total of 238 dropouts were recorded for the
2009-10 school year.
In the following Dropout & Graduation Rates table, 200910 data is the most current information available since
state certification/release dates for dropout data occur too
late for inclusion in this report. Detailed information about
dropout rates and graduation rates can be found on the
DataQuest web page at http://dq.cde.ca.gov/dataquest/.

Curriculum & Instruction
School Leadership
Leadership is a responsibility shared among the school
administration, school staff, and parents. Principal
Ryan Smith is responsible for the day-to-day operations
of the school and overall instructional program. The
principal and three associate principals work closely as
a collaborative body to fulfill the many responsibilities
associated with running a comprehensive high school
while taking responsibility for designated areas.
Leuzinger High School’s leadership team is comprised
of the principal, associate principals, counselors, dean
of students, activities director, athletic director, academy
coordinators, programs coordinators, and department
chairpersons. The team meets monthly as a collaborative
decision-making body to address schoolwide curriculum
and program improvement strategies. Team members
are responsible for supervising assigned areas of
responsibility and serve as a liaison to grade level and
department teams.
The School Site Council (SSC) is comprised of the
principal, teachers, classified staff, parents, and students.
The SSC meets monthly to assist in the decision-making
5
process as well as take an advisory role in evaluating
school programs, services for underachieving students,
and progress in meeting school goals. Team members
serve as a liaison between the school and community
and are responsible for approving the annual budget,
school site plan, and school safety plan.
Staff Development
All curriculum and instructional improvement activities
at Centinela Valley Union High School District are
aligned to the California State Content Standards
and Frameworks. Staff development is selected and
identified based upon student assessment results, state
content standards, and in-class observations. During
the 2010-11 school year, the district offered one nonstudent professional development day for teaching staff
to address:
• Focused Learning Targets
• Higher Order Questioning
• Engaging Instruction/Active Learning
• Grading and Assessment Reform by Tom Schimmer


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
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
Throughout the year, Centinela Valley Union High School
District provided training and support for identified
concentrations and districtwide implementation of new
and ongoing programs.
2010-11 Staff Development Offerings
• Academy Retreat
• Administrators’ Retreat
• Direct Interactive Instruction
• E2020
• Pearson Assessment Training Institute - Sound
Grading Practices Conference
• Prentice Hall Literature - Curriculum Training
• Promethean Training
• Read 180 for English Language Arts
• Spring Academy Leadership Retreat
New teachers and teachers not yet fully credentialed
are supported by peer coaching and extensive staff
development. Centinela Valley Union High School
District offers the BTSA Induction Program (Beginning
Teacher Support and Assessment), a state-approved
program that provides comprehensive support and
training for new teachers with a preliminary credential.
After successful completion of the two-year BTSA
training, teachers may apply for their clear teaching
credential. All program participants are assigned to a
Support Provider (mentor teacher) for individualized
support and guidance.
The New Teacher Summer Institute is a three-day
program for teachers who are new to the district.
Training sessions focus on foundational items such as
BTSA, Effective English language learner strategies,
an overview of the district’s special education program,
equity and diversity, technology in the classroom, and
classroom management.
Staff members are encouraged to attend professional
workshops offered by the district, professional
organizations, or the county office of education. Longterm substitute teachers are invited to attend an annual
orientation to better serve the students of the district.
Instructional aides are invited to one district-sponsored
staff development day to gain insight and understanding
of the current curriculum. Classified support staff may
receive job-related training from site leadership and
district representatives.
A7
context of the curriculum frameworks, (2) each pupil has a
textbook or instructional materials, or both, to use in class
and to take home, (3) sufficient textbooks or instructional
materials were provided to each pupil enrolled in foreign
language or health classes, (4) laboratory science
equipment was available for science laboratory classes
offered in grades 9-12, inclusive, and (5) for students in
grades 9-12, the instructional materials were adopted by
the local governing board following district review of the
materials and their alignment with state content standards
as required by CCR, Title 5, Section 9531.
Site-based Professional Development
All supplemental staff development activities at
Leuzinger High School focused on increasing student
learning and proficiency. The principal with the support
of the leadership identifies teacher training needs based
upon WASC action plans, school goals, and analysis
of student performance data. Teachers collaborate in
twice a month in seminars focused on 1) data analysis,
2) teaching strategies, 3) classroom management,
4) standardized test preparation, and 5) aligning the
curriculum to state standards. Teachers meet by grade
level and in department teams beyond the school day
to collaborate on specific program areas need. New
teachers participate in monthly training activities.
In addition to the core subject areas, districts are required
to disclose in their SARCs the sufficiency of instructional
materials used for its visual/performing arts curricula.
During the 2011-12 school year, Centinela Valley Union
High School District provided all students enrolled in a
visual/performing arts class with their own textbook or
supplemental materials to use in class and to take home.
These materials comply with the state’s content standards
and curriculum frameworks.
Instructional Materials
All textbooks used in the core curriculum throughout
Centinela Valley Union High School District are aligned
to the California Content Standards and Frameworks.
Instructional materials for core content areas are
approved by the district’s Board of Education. The
district follows the State Board of Education’s six-year
adoption cycle for core content materials and the eightyear cycle for textbook adoptions in foreign language,
visual and performing arts, and health.
Specialized Instruction
All curriculum and instruction is aligned to the California
State Content Standards and Frameworks approved by
the State Board of Education. Every child receives a
rigorous, well-balanced standards-aligned curriculum.
Leuzinger High School structures its course offerings so
that all students receive instruction appropriate to their
learning level. To ensure the success of every student,
teachers use a variety of instructional techniques using
research-based instructional materials and strategies.
On October 12, 2011, the Centinela Valley Union High
School District’s Board of Education held a public
hearing to certify the extent to which textbooks and
instructional materials have been provided to students.
The Board of Education adopted the Resolution No, 1112/006 which certifies as required by Education Code
§60119 that (1) sufficient textbooks and instructional
materials have been provided to each student, including
English learners, that are aligned to the academic
content standards and consistent with the cycles and
Special Education
Special education students are mainstreamed into the
general education classroom based upon their IEP




























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
(Individual Education Plan) and provided instruction
in the least restrictive environment. A team of special
education teachers and special education aides provide
both full-day and full-period support for all core subject
areas. Resource specialist staff provide full period
instruction as well as individual support in the general
education environment. Each student is provided
instruction based upon their IEP, which is reviewed and
updated annually by the school’s IEP teams. The IEP
ensures students with disabilities have equal access to
core curriculum and educational opportunities and is
designed to coordinate specially-designed instruction
based upon individual academic, social, and/or
behavioral needs.
English L anguage Learners
Students identified as English Learners (EL) through the
CELDT exam and home language survey are placed in
a classroom with a teacher who has been certified to
teach English learners. Teachers use differentiated
instruction and SDAIE (Specially-Designed Academic
Instruction In English) strategies to maximize student
understanding of lesson content and concepts.
Beginning level English learners may be placed in an
ELD (English Language Development) class in lieu of
an elective and as a supplement to their core language
arts class. ELD lessons focus on developing listening,
speaking, reading, and writing skills as quickly as
possible, enabling students to successfully participate
in the regular education program. As students gain a
better understanding of the English language, they
may be placed in a Sheltered ELD, Transitional ELD
or Advanced ELD class to receive instruction specially
designed to meet current language and learning levels.
Teachers use the Edge curricula for both ELD and
reading intervention activities. As students increase
fluency, progress is measured through classroom
performance and CELDT results. Instruction is
subsequently adjusted to meet the current learning
needs of each student.
At Risk Interventions




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





















































































Leuzinger High School offers unique programs to
support students not meeting grade level proficiency
standards. Intervention and remediation programs
are provided during school hours as part of the core
curriculum and after school. Analyzing and identifying
students who need additional academic assistance is
a top priority among school administration, counselors,
teachers, and special education staff. Teachers use
student assessment results, report card grades,
CAHSEE results, attendance records, and classroom
performance on end-of-unit tests to evaluate student
progress and identify students performing below grade
level proficiency standards in reading, language arts,
and math.
The Student Study Team is comprised of school
administrators, teachers, and parents work together
to identify individualized intervention strategies for and
monitor progress of students having difficulty with
academic or social development. Identified students
are then placed in a supplemental program that fits
their academic needs and learning levels. Intervention
strategies include:
• CAHSEE Prep Classes (math and language arts)
• AVID (Advancement via Individual Determination)
• Before and After-School Tutoring
• Club Olympian
• English Language Arts Success
• Free Tutoring (Title I funded)
• Read 180 (reading intervention)
• Algebra Essentials
• Math Success


6
A8
Professional Staff



Support Services Staff
Leuzinger High School’s non-teaching support services
staff is a specialized team of experts who, through
close collaboration, is instrumental in improving student
attendance and achievement through the identification,
referral, and remediation of health and/or emotional
concerns.



 












































The table below identifies the number of classrooms
taught and not taught by NCLB compliant teachers. High
poverty schools are defined as those schools with student
participation of approximately 75% or more in the free and
reduced price meals program. Low poverty schools are
those with student participation of approximately 25% or
less in the free and reduced price meals program. More
information on teacher qualifications required under NCLB
can be found on the CDE Improving Teacher and Principal
Quality web page at www.cde.ca.gov/nclb/sr/tq/.


   

























   

































Admission requirements for the California State University
(CSU) use three factors to determine eligibility. They are
specific high school courses; grades in specified courses
and test scores; and graduation from high school. Some
campuses have higher standards for particular majors or
students who live outside the local campus area. Because
of the number of students who apply, a few campuses have
higher standards (supplementary admission criteria) for
all applicants. Most CSU campuses utilize local admission
guarantee policies for students who graduate or transfer
from high schools and colleges that are historically served
by a CSU campus in that region. For general admissions
requirements please visit the California State University web
site at www.calstate.edu/admission/.
Advanced Placement
Advanced placement (AP) programs give students an
opportunity to take college-level courses and exams while
still in high school. Students who receive a 3, 4, or 5 on their
final AP exams qualify for college credit at most of the nation’s
colleges.



 
 




 







Leuzinger High recruits and employs the most qualified
credentialed teachers. For the 2010-11 school year,
the school employed 98 fully credentialed teachers.
The Federal No Child Left Behind Act requires that
all teachers in core subject areas meet certain
requirements in order to be considered as “NCLB
Compliant”. Minimum qualifications include: possession
of a bachelor’s degree, possession of an appropriate
California teaching credential, and demonstrated
competence in core academic subjects.



Teacher Assignment













California State University Admission Requirements













College & Work Readiness
College Preparation Courses
Students meet with their counselor annually to review
progress in meeting personal goals and graduation
requirements. Students are encouraged to take required
courses if they plan on attending a four-year college or
university. The following table in this report illustrates the
proportion of courses taken and successfully completed in
relation to the number of course enrollments (sum of total
enrollment in all classes).





























Workforce Preparation
Leuzinger High School’s career technical education
courses, career academies, and regional occupational
programs offer a wide range of opportunities for students
to get a head start on their future. Counselors host special
presentations to increase awareness of college and career
exploration activities. Freshman visit the computer lab once
each semester to participate in on-line career exploration,
skills assessments, interest surveys, and research. Most
career education courses comply with state-adopted
content standards and integrated into the student’s fouryear academic plan as elective courses. Individual student
assessment of work readiness skills takes place through
end-of-course exams, course-required projects, on-thejob/classroom observation, and student progress followup
by counseling staff. Community partnerships and course
instructors provide feedback on student progress following
an established schedule based on program type. Regional
Occupational Programs (ROP) are available off campus
and help prepare high school students (16 years and older)
for entry-level employment, upgrading current job skills, or
obtaining more advanced levels of education.
Career Technical Education Courses
Fashion Textiles and Apparel
Food and Nutrition
Computer Operations/Computer Science
Video Production
California Partnership Academies
Environmental Careers Academy
Multimedia Careers Academy - Film
Admission requirements for the University of California (UC) Multimedia Careers Academy - Media
follow guidelines set forth in the Master Plan, which requires
that the top one-eighth of the state’s high school graduates, Career Pathway Sequences
as well as those transfer students who have successfully Child Development and Guidance
completed specified college work, be eligible for admission Computer Operations/Computer Science
to the UC. These requirements are designed to ensure that Drafting Occupations
all eligible students are adequately prepared for University- Fashion Textiles and Apparel
level work. For general admissions requirements please
visit the University of California Web site at http://www. Food and Nutrition
Other Manufacturing and Product Development
universityofcalifornia.edu/admissions/general.html.
Video Production
University of California Admission Requirements
7
A9
The Career Technical Education Program table in this
report shows the total number of students enrolled in
Leuzinger High School’s vocational education courses.
For more information on career technical programs,
contact the high school’s career center or the state’s
career technical website at http://www.cde.ca.gov/ci/ct/.














SARC Data & Internet
Access
District Expenditures
Salary & Budget Comparison
State law requires comparative salary and budget
information to be reported to the general public. For
comparison purposes, the State Department of Education
has provided average salary data from school districts
having similar average daily attendance throughout the
state.
Expenditures Per Student
Public Internet Access Location
Parents may access Leuzinger High School’s SARC
and access the internet at any of the county’s public
libraries. The closest library to Leuzinger High School is
Lawndale Public Library located at 14615 Burin Avenue,
Lawndale.
Open to the Public: Tue. & Wed. 1:00 - 8:00
Thur. & Fri. 11:00 - 6:00
Sat. 10:00 - 5:00
Sun. & Mon. - Closed
Number of Computers Available: 6
Printers Available: Yes









For the 2009-10 school year, Centinela Valley Union 


High School District spent an average of $9,366 of 
total general funds to educate each student (based on 
2009-10 audited financial statements). The table in this



report 1) compares the school’s per pupil expenditures 


from unrestricted (basic) and restricted (supplemental)
sources with other schools in the district and throughout 



the state, and 2) compares the average teacher salary at



the school site with average teacher salaries at the district
and state levels. Detailed information regarding salaries
can be found at the CDE website at www.cde.ca.gov/ds/fd/ec/ and www.cde.ca.gov/ds/fd/cs/. (The figures shown in
the table below reflect the direct cost of educational services, per ADA, excluding food services, facilities acquisition
and construction, and certain other expenditures.)



DataQuest
DataQuest is an online data tool located at http://dq.cde.
ca.gov/dataquest/ that contains additional information
about Leuzinger High School and comparisons of
the school to the district, the county, and the state.
DataQuest provides reports for school accountability
including but not limited to API, AYP, STAR results,
enrollment, and staffing.








 
 

























In addition to general fund state funding, Centinela Valley Union High School District receives state and federal
categorical funding for special programs. For the 2009-10 school year, the district received federal, state, and local aid
for the following categorical, special education, and support programs:
• ARRA: State Fiscal Stabilization Fund
• Department of Rehabilitation
• Economic Impact Aid (EIA)
• Governor’s CTE Initiative: California Partnership Academies
• Lottery: Instructional Materials
• Partnership Academies Program
• Special Education
• Title I, II, III, IV, V
• Transportation Special Education
• Vocational Programs
• Williams Case Settlement
8
A10
School Budget Pages from the SPSA
Form A: Planned Improvements in Student Performance
The School Site Council has analyzed the academic performance of all student groups and has
considered the effectiveness of key elements of the instructional program for students failing to
meet academic performance index and adequate yearly progress growth targets. As a result, it
has adopted the following school goals, related actions, and expenditures to raise the academic
performance of students not yet meeting state standards:
School Goals:
1. All students will reach high standards, at a minimum, attaining proficiency or better in English,
2. All Limited English Proficient students will become proficient in English and reach high
academic standards, at a minimum attaining proficiency or better in Reading, Language Arts, and
Mathematics.
3. All students will be educated in learning environment that are safe, drug free, and conducive to
learning.
4. All students will graduate from high school.
What data did you use to form this goal (findings
How does this goal align to your Local Educational
from data analysis)?
Agency Plan goals?
API including all sub groups, AYP, CaHSEE
results, CELDT scores, Graduation Percentage
including D/F rates, and UC/CSU a-g requirements
LEA Goals:
Performance Goal 1: All students will reach high
standards, at a minimum, attaining proficiency or
better in reading and mathematics, by 2013-2014.
Performance Goal 2: All limited-English-proficient
students will become proficient in English and reach
high academic standards, at a minimum attaining
proficiency or better in reading/language arts and
mathematics.
Performance Goal 3: By 2005-06, all students will be
taught by highly qualified teachers.
Performance Goal 4: All students will be educated in
learning environment that are safe, drug free, and
conducive to learning.
Performance Goal 5: All students will graduate from
high school.
How the LEA will provide training to enable
teachers to:
• Teach and address the needs of students
with different learning styles, particularly
students with disabilities, students with
special learning needs (including students
who are gifted and talented), and students
with limited English proficiency;
• Improve student behavior in the
classroom and identify early and
appropriate interventions to help all
students learn;
• Involve parents in their child’s education;
• Understand and use data and
assessments to improve classroom
practice and student learning.
A11
What did the analysis of the data reveal that led
you to this goal?
Which stakeholders were involved in analyzing
data and developing this goal?
The data uncovered a discrepancy between the
number of proficient English Learners and SPED
students on the English CSTs, indicating a need for
us to evaluate those to ensure that they are
appropriately enrolled in math courses. Data clearly
shows a need to focus our resources on our SPED
and EL students
Administrators, Principal and Associate Principals
Teachers and Parents
Who are the focus students and what is the
expected growth?
What data will be collected to measure student
achievement?
All students including all sub-groups
Benchmark exams, CST, CaHSEE, CELDT and
CAPA
What process will you use to monitor and evaluate
the data?
Actions to improve achievement to exit program
improvement.
1. Alignment of instruction with content
standards:
The district will:
• Continue to base the academic program on
CA content standards and SBE aligned
materials articulated to course*;
• Appropriately identify students based on
multiple assessments to place students for
appropriate instruction including SE, EL, and
underperforming;
• Use Direct Interactive Instruction as the
primary method of delivery for R/LA;
• Continue to develop literacy across the
curriculum.
2. Use of standards-aligned instructional
materials and strategies:
The district will:
Provide and implement state board of education
adopted standards aligned instructional
materials including intervention for R/LA*;
• Use McDougal-Littell for the core R/LA
program in 9th-12thgrades;
• Use McDougal-Littell for intervention of
strategic students with built-in extended
learning time*;
• Use Read 180 (Scholastic) for intervention for
intense students;
• Use Early Assessment Program modules in
9th-12 grades for an emphasis on expository
reading and writing skills;
• Continue to use McDougal-Littell and Read
180 for students with disabilities and R/LA
core and intervention materials*;
• Direct principals to develop a master
schedule that provides 3 hours of R/LA
intervention in a reduced class size for
All stakeholders will be able to evaluate the
Benchmark exams, CST, CaHSEE, CELDT and
CAPA data during teacher collaboration, SSC,
Academies and Title I meetings and continued
classroom visits.
th
A12
intensive students*;
schedule that provides 1 hour of intervention
in addition to 1 hour of the core curriculum in
a reduced class size for strategic students*;
• Provide teachers with research-based
reading and writing strategies and support for
continuous integration of these strategies into
courses across the curriculum*
3. Extended learning time:
The district will:
• Give students extended learning
opportunities: tutoring, homework, Saturday
classes, and student incentives
schedule that provides 3 hours of R/LA
intervention in a reduced class size for
intensive students*;
schedule that provides 1 hour of intervention
in addition to 1 hour of the core curriculum in
a reduced class size for strategic students*.
4. Increased access to technology:
The district will:
• Provide support to the schools to maintain
their computer labs;
• Provide categorical funding to sites to
establish and maintain Career Technical
Education classes that prepare students for
work in technology-related fields;
• Provide professional development and
ongoing support to teachers in the use of all
data resources (Data Director, Power School,
etc.) to make informed decisions about
curriculum and instructions*;
• Provide district, school and teacher use of
Web Pages;
• Utilize Survey Monkey for continuous
assessment, reflection and goal-setting.
5. Staff development and professional
collaboration aligned with standards-based
instructional materials:
The district will:
• Enroll every site and district administrator in
AB 430 Module 1*;
ongoing support to teachers in the use of all
data resources (Data Director, Power School,
etc.) to make informed decisions about
curriculum and instructions*;
• Provide time and resources for teachers to
collaborate after benchmark assessment to
set goals for next benchmark period*;
A13
• Define roles and responsibilities of
instructional coaches based on students’
instructional needs and tied to
Reading/Language Arts;
• Provide resources and ongoing interdepartmental workshops to support literacy
across the curriculum.
ongoing support for teachers in the practice
of Direct Interactive Instruction.
• Involve and train parents/community groups
(DLAC, DAC, SSC, Title I, ELAC) to interpret
and use R/LA student achievement data and
to understand standards- aligned instructional
materials*.
• Facilitate articulation meetings with feeder
districts for program alignment, 9th grade
placement, and transition IEPs;
• Hold Back to School Nights;
• Provide parent training;
• Hold Family Nights.
6. Monitoring program effectiveness:
The district will:
• Hold data discussions after each benchmark
assessments: among department teachers,
between principals and departments;
between the superintendent and principals;
and between the superintendent and the
School Board*;
• Administer benchmark assessments based
on essential standards every six weeks*;
• Develop and administer common assessment
to intervene in a timely manner in R/LA
including the use of curriculum- embedded,
ancillary resources for formative and
summative assessment*;
assessment, reflection and goal-setting.
7. Targeting services and programs to lowestperforming student groups:
The district will:
• Provide interventions for intensive, strategic,
and benchmark students*;
• Ensure correct placement of students,
provide ongoing support for teachers, and
monitor program effectiveness*;
• Ensure that the most effective teachers teach
the intensive and strategic students*.
Description of Specific Actions to Improve
Education Practice in Mathematics
1. Alignment of instruction with content
standards:
The District will:
A14
• Continue to base the academic program on
CA content standards and SBE aligned
materials articulated to course;
• Provide access to appropriate instruction for
all students including (SE, EL,
underperforming);
• Use Direct Interactive Instruction as the
primary method of delivery for Math;
• Continue analyzing the connection between
curriculum and any changes in standards
and/or assessment of those standards;
• Appropriately identify students based on
multiple assessments to place students for
appropriate instruction including SE, EL, and
underperforming*.
2. Use of standards-aligned instructional
materials and strategies:
The district will:
• Provide and implement state board of
education adopted standards aligned
instructional materials including intervention
for Math*.
• Use McDougal-Littell for the core Math
program for core math curriculum for the
remainder of the 2008-2009 year;
• Continue to divide Algebra 1 and Geometry
into a mastery quad mode;
• Use McDougal-Littell for intervention of
strategic students with built-in extended
learning time for the remainder of the 20082009 year;
3. Staff development and professional
collaboration aligned with standards-based
instructional materials:
The district will:
• Enroll every site and district administrator in
AB 430 Module 1*.
• Practice data-driven decision making when
developing or revising curriculum for
intensive and strategic students*.
• Provide ongoing training for teachers on how
to use all sources of data, (Data Director,
Power School, etc.) to make informed
decisions about curriculum and instruction*;
• Provide time and resources for teachers to
collaborate after benchmark assessment to
set goals for next benchmark period*;
• Define roles and responsibilities of
instructional coaches based on students’
instructional needs and tied to
Reading/Language Arts;
• Provide resources and ongoing interdepartmental
• workshops to support literacy across the
curriculum*.
A15
ongoing support for teachers in the practice
of Direct Interactive Instruction.
6. Involvement of staff, parents, and
community (including notification
procedures, parent outreach, and
interpretation of student assessment results
to parents):
The district will:
• Involve and train parents/community in
decisions making process including Math
student achievement data. (DLAC, DAC,
SSC, Title I, R/LAC)*;
7. Involve and train parents/community about
the entire math program, i.e. extended
learning, etc.*
The district will:
• Facilitate articulation meetings with feeder
districts for math program alignment, 9th
grade placement, and transition IEPs;
• Hold Back to School Nights;
• Provide parent training;
• Hold Family Nights.
8. Monitoring program effectiveness:
• The district will:
• Hold data discussions after each benchmark
• assessments: among department teachers,
between principals and departments;
between the superintendent and principals;
and between the superintendent and the
School Board*;
• Administer benchmark assessments based
on standards every six weeks*;
• Develop and administer common assessment
to intervene in a timely manner in math
including the use of curriculum- embedded,
ancillary resources for formative and
summative assessment*;
assessment, reflection and goal-setting;
• Use curriculum-embedded, ancillary
resources for formative and summative
assessments;
• Utilize PowerSchool beginning in Fall, 09, to
analyze data to evaluate the effectiveness of
the algebra quad model.
9. Targeting services and programs to lowestperforming student groups:
The district will:
• Provide interventions for intensive, strategic,
benchmark
• Students*;
• Provide workshops to support the teachers
who instruct the essential, SDC, and RSP
courses*;
A16
• Continue to implement CAHSEE intervention
to those students who have demonstrated
areas of need through the district’s CAHSEE
diagnostic assessment;
• Utilize Power School to identify students who
consistently do not show mastery of
standards within a given algebra quad and
develop an individualized learning plan for
each of them;
• Ensure that the most effective teachers teach
the intensive and strategic students*.
Strategies/Actions to
Implement this Goal
Start/Completion
Date/Personnel
Each Funding
Source/Amount
Process for Evaluation
of Implementation
Goal 1. All students will
reach high standards, at a
minimum, attaining
proficiency or better in
English, math, history and
science.
Data analysis utilizing the
Data Teams Process
08/01/2012 - 06/30/2013
Administration and OLT
None - analysis done in
collaboration
Increasing the amount of
technology available to
teachers to present
engaging lessons
08/01/2012 - 06/30/2013
Teachers
Training and
implementation of
educational technology.
08/01/2012 - 06/30/2013
Teachers
None - all teachers have
Promethians or Eno
Boards. Continued use of
the technology in the
classroom to be monitored
None - Continued support
in use of educational
technology
Administration
OLT
Department Chairs
Collaboration Time
SSC
Title I
Academy Meetings
Administration
Teach Trainer
Development and
implementation of common
assessments
Mandatory tutoring for all
students who are Far
Below Basic or Below
Basic
Intervention Courses
offered for students at
below basic and far below
basic - Intervention
teacher, AVID and ELD
coordinator salary
Classified Support for Low
Performing students
08/01/2012 - 06/30/2013
Teachers
None – Collaboration Time
Administration
08/01/2012 - 06/30/2013
Teachers
None - SBWIB
Administration
Saturday School
SWIB Sign In Documents
08/01/2012 - 06/30/2013
Teachers
Title I
$26,855
Administration
AVID and ELD Coordinator
Professional Development
All Teachers DII Training
08/01/2012
AVID Tutors
Title I
$10,000
ALEKS Math Support
Software
Explicit CAHSEE
preparation in all English
and math courses six
weeks prior to the March
test (Saturday School)
Monthly workshops for
08/01/2012
08/01/2012 - 06/30/2013
Teachers
EIA/SCE
$3,800
EIA/SCE
$6,000
Administration
AVID Coordinator
Sign In Documents
Administration
Classroom Support
Administration
Sign In Sheets
08/01/2012 - 06/30/2013
EIA/LEP
Administration
Administration
Tech Trainer
A17
probationary teachers to
discuss instructional
strategies, classroom
management, standardsbased instruction, and
curriculum
development/alignment
Goal 2. All Limited English
Proficient students will
become proficient in
English and reach high
academic standards, at a
minimum attaining
proficiency or better in
Reading, Language Arts,
and Mathematics.
Teachers will be trained in
DII strategies with an
emphasis on scaffolding
instruction and questioning
techniques
Tutorial support for English
Learners available in every
subject areas
Workshops for teachers to
explain the reclassification
criteria and to discuss
strategies that can be used
to accomplish this goal
Parent workshops to
discuss reclassification
criteria
Teachers
$5,600
Agenda
Sign In Sheets
08 /01/2012 - 06/30/2013
Teachers
EIA/LEP
$3,863
Administration
Action Learning
Agenda
Sign In Document
08 /01/2012 - 06/30/2013
Teachers
None
08/01/2012 - 06/30/2013
Teachers
None - Collaboration
Administration
Action Learning
DII Training
Administration
ELD Coordinator
Agenda
Sign In Document
08/01/2012 - 06/30/2013
Teachers
ELAC Parent Meeting
Title I Meeting
Administration
ELD Coordinator
Agenda
Sign In Document
Workshops for all teachers
to discuss instructional
strategies to improve
achievement of English
Learners
Goal 3. All students will be
educated in learning
environments that are
safe, drug free, and
conducive to learning.
Incentives, rewards, and
recognition for students
who improve or maintain
perfect attendance
Mandatory parent
meetings for parents of
students who are truant
08/01/2012 - 06/30/2013
Teachers
EIA/LEP
Extra-hourly
$1,000
Administration
ELD Coordinator
Agenda
Sign In Document
08/01/2012 - 06/30/2013
Teachers
EIA/LEA and SCE
$1,000
Administration
Attendance Personnel
Dean
08/01/2012 - 06/30/2013
Administrator
Dean
None
Administration
Resource Officer
Nurse
Dean
CWA
Agenda
Sign In Document
Development and
implementation of an RTI
model to change
inappropriate student
behaviors.
08/01/2012 - 06/30/2013
Administrator
Dean
Counselors
Teacher
Parents
Perkins
$6,000
Administrator
Dean
Counselors
Teacher
Parents
Agenda
A18
Sign In Document
Seminars for teachers
regarding classroom
management strategies
and techniques, conflict
mediation, and disciplining
students with dignity
Workshops for parents
regarding various support
programs, community
agencies, and additional
counseling available to
support their students
Goal 4. All students will
graduate from high school.
Mandatory parent
meetings at the end of the
first quarter for all 9th and
10th grade students with
multiple Ds and Fs
08/01/2012 - 06/30/2013
Administrator
Dean
Teacher
EIA/LEP
$1,000
Administrator
Dean
Teachers
Agenda
Sign In Document
08/01/2012 - 06/30/2013
Administrator
Counselor
Teacher
None
CYS – FARS
Administration
Dean
CYS
Counselors
08/01/2012 - 06/30/2013
Administrator
None
Back on Track
Administrator
Counselor
Teacher
Agenda
Sign In Document
Provide SAT preparation
courses for up to 50 11th12th grade students
08/01/2012 - 06/30/2013
Administrator
Counselor
EIA/LEP and SCE
Administrator
Counselor
Teacher
Agenda
Sign In Document
Professional development
for counselors,
administrators, and
academy coordinators to
admissions workshops
hosted by the CSU/UC
systems
Professional development
for counselors,
administrators, and
registration clerk for anuel
legislative enrollment
records hosted by the
LACOE
College information night
each November and
participates in a districtwide college fair
08/01/2012 - 06/30/2013
Administrator
Counselor
Parent workshops on
college admissions and
financial aid
08/01/2012 - 06/30/2013
Administrator
Counselor
All AP teachers will attend
their respective AP
institutes/workshops
Continue to expand AP
course offerings, and
improve articulation
between honors courses
08/01/2012 - 06/30/2013
Teachers
New teachers that have
not attended
Teacher
Director
08/01/2012 - 06/30/2013
Administrator
Counselor
Supplement the cost of AP
exams for students who do
not qualify for fee waivers
and cannot afford them
Administrator
Counselor
Teacher
Agenda
01031/2012 - 10/31/2012
Administrator
Counselors
Clerks
08/01/2012 - 06/30/2013
Administrator
Counselor
Extra duty hours and
supplies/materials
Administrator
Counselor
Teacher
Agenda
Sign In Document
Agenda
EIA/LEP
$90.00
supplies/materials
supplies/materials
Administrator
Counselor
Teacher
Agenda
Sign In Document
Administrator
Counselor
Teacher
Agenda
Sign In Document
A19
and AP courses
Sign In Document
Tutoring support for all
students with grades of D
or F in the core content
areas
08/01/2012 - 06/30/2013
Teachers
Extra duty hours for
teachers, attendance at
various related
conferences and
workshops
SWIB
Administrator
Counselor
Teacher
Agenda
Sign In Document
Offer the PSAT exam for
10th and 11th grade
students
08/01/2012 - 06/30/2013
Administrator
Counselor
Financial Assistance to
pay for the PSAT for those
students who cannot afford
to pay for it.
Administrator
Counselor
Teacher
PSAT Results
Agenda
Sign In Document
Continue using the Student
ID Tracking Software
08/01/2012 - 06/30/2013
Administrator
Dean
Lottery Money
$3,800
All students enrolled in AP
courses will take the
respective AP exam
08/01/2012 - 06/30/2013
Administrator
Counselor
Financial Assistance to
pay for the PSAT for those
to pay for it.
Administrator
Attendance Personnel
Dean
Campus Safety Officers
Administrator
Counselor
Teacher
Agenda
Sign In Document
"CAHSEE Boot Camp" for
juniors and seniors who
have not passed the
CAHSEE
08/01/2012 - 06/30/2013
Administrator
Counselor
Contract with Kaplan Test
Prep
Administrator
Counselor
Teacher
Agenda
Sign In Document
A20
Form B: Centralized Support for Planned Improvements in Student Performance
The School Site Council has analyzed the planned program improvements and has adopted the
following program support goals, related actions, and expenditures to raise the academic
performance of students not yet meeting state standards.
Program Support
School Goals:
1. All students will reach high standards, at a minimum, attaining proficiency or better in English,
2. All Limited English Proficient students will become proficient in English and reach high
academic standards, at a minimum attaining proficiency or better in Reading, Language Arts, and
Mathematics.
3. All students will be educated in learning environment that are safe, drug free, and conducive to
learning.
4. All students will graduate from high school.
Groups participating in this goal (e.g., students,
Anticipated annual growth for each group:
parents, teachers, administrators): All SSC
members,
Administrator, Teachers, Classified, Parents and
Students
Means of evaluating progress toward this goal:
Actions to be Taken to Reach This
1
Goal
Consider all appropriate dimensions
(e.g., Teaching and Learning,
Staffing, and Professional
Development)
Goal 1. All students will reach high
standards, at a minimum, attaining
proficiency or better in English, math,
history and science.
Data analysis utilizing the Data Teams
Process
Increasing the amount of technology
available to teachers to present
engaging lessons
1
2
Group data to be collected to measure gains:
2
Start Date
Completion
Date
Proposed Expenditures
Estimated
Cost
$49,742
$9,800
$1000
08/01/2012 06/30/2013
Administration
and OLT
None - analysis done in
collaboration
08/01/2012 06/30/2013
Teachers
None - all teachers have
Promethians or Eno Boards.
Continued use of the
Funding
Source
Title I
EIA/SCE
EIA/LEP
Administration
OLT
Department
Chairs
Collaboration
Time
SSC
Title I
Academy
Meetings
Administration
Teach Trainer
See Appendix B: Chart of Requirements for the Single Plan for Student Achievement for content
required by each program or funding source supporting this goal.
List the date an action will be taken, or will begin, and the date it will be completed.
A21
Training and implementation of
educational technology.
Development and implementation of
common assessments
Mandatory tutoring for all students who
are Far Below Basic or Below Basic
08/01/2012 06/30/2013
Teachers
08/01/2012 06/30/2013
Teachers
08/01/2012 06/30/2013
Teachers
technology in the classroom
to be monitored
None - Continued support in
use of educational
technology
None – Collaboration Time
None - SBWIB
Intervention Courses offered for
students at below basic and far below
basic - Intervention teacher, AVID and
ELD coordinator salary
08/01/2012 06/30/2013
Teachers
Title I
$26,855
Classified Support for Low Performing
students
08/01/2012
AVID Tutors
Title I
$10,000
ALEKS Math Support Software
08/01/2012
EIA/SCE
$3,800
Explicit CAHSEE preparation in all
English and math courses six weeks
prior to the March test (Saturday
School)
Monthly workshops for probationary
teachers to discuss instructional
strategies, classroom management,
standards-based instruction, and
curriculum development/alignment
Goal 2. All Limited English Proficient
students will become proficient in
English and reach high academic
standards, at a minimum attaining
proficiency or better in Reading,
Language Arts, and Mathematics.
Explicit CAHSEE preparation in English
for March test (Saturday School)
11/01/2012 06/30/2013
Teachers
EIA/SCE
$7,000
10/01/2012 06/30/2013
Teachers
EIA/LEP
$5,600
Administration
Administration
Saturday
School
SWIB Sign In
Documents
Administration
AVID and
ELD
Coordinator
Professional
Development
All Teachers
DII Training
Administration
AVID
Coordinator
Sign In
Documents
Administration
Classroom
Support
Administration
Sign In
Sheets
Administration
Agenda
Sign In
Sheets
$5,153
$6,000
11/01/2012 06/30/2013
Teacher
08 /01/2012 06/30/2013
Teachers
EIA/SCE
$3,000
Tutorial support for English Learners
available in every subject areas
08/01/2012 06/30/2013
Teachers
None
Workshops for teachers to explain the
reclassification criteria and to discuss
strategies that can be used to
08/01/2012 06/30/2013
Teachers
None - Collaboration
Teachers will be trained in DII strategies
with an emphasis on scaffolding
instruction and questioning techniques
Administration
Tech Trainer
EIA/LEP
$3,863
Title I
EIA/LEP
Administration
Sign In
Sheets
Administration
Action
Learning
Agenda
Sign In
Document
Administration
Action
Learning
DII Training
Administration
ELD
Coordinator
A22
accomplish this goal
Agenda
Sign In
Document
Parent workshops to discuss
reclassification criteria
08/01/2012 06/30/2013
Teachers
ELAC Parent Meeting
Title I Meeting
Title I Parent Involvement
$5,153
Administration
ELD
Coordinator
Agenda
Sign In
Document
Workshops for all teachers to discuss
instructional strategies to improve
achievement of English Learners
08/01/2012 06/30/2013
Teachers
EIA/SCE
Extra-hourly
$1,000
Administration
ELD
Coordinator
Agenda
Sign In
Document
Goal 3. All students will be educated in
learning environments that are safe,
drug free, and conducive to learning.
Incentives, rewards, and recognition for
students who improve or maintain
perfect attendance
$2,000
$2,000
$6,000
Administration
Attendance
Personnel
Dean
Administration
Resource
Officer
Nurse
Dean
CWA
Agenda
Sign In
Document
08/01/2012 06/30/2013
Teachers
EIA/LEA and SCE
$1,000
Mandatory parent meetings for parents
of students who are truant
08/01/2012 06/30/2013
Administrator
Dean
None
Development and implementation of an
RTI model to change inappropriate
student behaviors.
08/01/2012 06/30/2013
Administrator
Dean
Counselors
Teacher
Parents
Perkins
$6,000
Administrator
Dean
Counselors
Teacher
Parents
Agenda
Sign In
Document
Seminars for teachers regarding
classroom management strategies and
techniques, conflict mediation, and
disciplining students with dignity
08/01/2012 06/30/2013
Administrator
Dean
Teacher
EIA/LEP
$1,000
Administrator
Dean
Teachers
Agenda
Sign In
Document
Workshops for parents regarding
various support programs, community
agencies, and additional counseling
available to support their students
08/01/2012 06/30/2013
Administrator
Counselor
Teacher
None
CYS – FARS
Administration
Dean
CYS
Counselors
Goal 4. All students will graduate from
high school.
Mandatory parent meetings at the end
of the first quarter for all 9th and 10th
grade students with multiple Ds and Fs
08/01/2012 06/30/2013
Administrator
None
Back on Track
$6,000
$3,000
Administrator
Counselor
Teacher
EIA/LEA
EIA/SCE
Perkins
EIA/LEP
EIA/SCE
A23
Agenda
Sign In
Document
Provide SAT preparation courses for up
to 50 11th-12th grade students
08/01/2012 06/30/2013
Administrator
Counselor
Send counselors, administrators, and
academy coordinators to admissions
workshops hosted by the CSU/UC
systems
08/01/2012 06/30/2013
Administrator
Counselor
College information night each
November and participates in a districtwide college fair
08/01/2012 06/30/2013
Administrator
Counselor
Parent workshops on college
admissions and financial aid
08/01/2012 06/30/2013
Administrator
Counselor
All AP teachers will attend their
respective AP institutes/workshops
EIA/LEP and SCE
supplies/materials
supplies/materials
supplies/materials
Administrator
Counselor
Teacher
Agenda
Sign In
Document
Administrator
Counselor
Teacher
Agenda
Sign In
Document
Administrator
Counselor
Teacher
Agenda
Sign In
Document
Administrator
Counselor
Teacher
Agenda
Sign In
Document
New teachers that have not
attended
Teacher
Director
Continue to expand AP course
offerings, and improve articulation
between honors courses and AP
courses
08/01/2012 06/30/2013
Teachers
08/01/2012 06/30/2013
Administrator
Counselor
Supplement the cost of AP
exams for students who do
not qualify for fee waivers
and cannot afford them
Administrator
Counselor
Teacher
Agenda
Sign In
Document
Tutoring support for all students with
grades of D or F in the core content
areas
08/01/2012 06/30/2013
Teachers
Extra duty hours for
teachers, attendance at
various related conferences
and workshops
SWIB
Administrator
Counselor
Teacher
Agenda
Sign In
Document
Offer the PSAT exam for 11th grade
students
08/01/2012 06/30/2013
Administrator
Counselor
Financial Assistance to pay
for the PSAT for those
to pay for it.
Administrator
Counselor
Teacher
PSAT Results
Agenda
Sign In
Document
Continue using the Student ID Tracking
Software
08/01/2012 06/30/2013
Administrator
Dean
Lottery Money
$3,800
Administrator
Attendance
Personnel
Dean
Campus
A24
All students enrolled in AP courses will
take the respective AP exam
08/01/2012 06/30/2013
Administrator
Counselor
Financial Assistance to pay
for the PSAT for those
to pay for it.
"CAHSEE Boot Camp" for juniors and
seniors who have not passed the
CAHSEE
08/01/2012 06/30/2013
Administrator
Counselor
Teachers
Contract with Kaplan Test
Prep
$17,500
Safety
Officers
Administrator
Counselor
Teacher
Agenda
Sign In
Document
Administrator
Counselor
Teacher
Agenda
Sign In
Document
A25
Form C: Programs Included in this Plan
The School Site Council intends for this school to participate in the following programs: (Check
the box for each state and federal categorical program in which the school participates and, if
applicable, enter amounts allocated. The plan must describe the activities to be conducted at
the school for each of the state and federal categorical program in which the school participates.
If the school receives funding, then the plan must include the proposed expenditures.)
State Programs
California School Age Families Education
Purpose: Assist expectant and parenting students to succeed in
school
Economic Impact Aid/State Compensatory Education
Purpose: Help educationally disadvantaged students succeed in the
regular program
Economic Impact Aid/English Learner Program
Purpose: Develop fluency in English and academic proficiency of
English learners
Allocation
$
$191,204
$59,087
Peer Assistance and Review
Purpose: Assist teachers through coaching and mentoring
$
Professional Development Block Grant
Purpose: Attract, train, and retain classroom personnel to improve
student performance in core curriculum areas
$
Pupil Retention Block Grant
Purpose: Prevent students from dropping out of school
$
Quality Education Investment Act
Purpose: Funds are available for use in performing various specified
measures to improve academic instruction and pupil academic
achievement
$
School and Library Improvement Program Block Grant
Purpose: Improve library and other school programs
$
School Safety and Violence Prevention Act
Purpose: Increase school safety
$
Tobacco-Use Prevention Education
Purpose: Eliminate tobacco use among students
$
List and Describe Other State or Local Funds (e.g., Gifted and
Talented Education)
$
Total amount of state categorical funds allocated to this school
$250,291
A26
Federal Programs under the Elementary Secondary Education Act
Title I, Part A: Neglected
Purpose: Supplement instruction for abandoned, abused, or neglected
children who have been placed in an institution
$
Title I, Part D: Delinquent
Purpose: Supplement instruction for delinquent youth
$
Title I, Part A: Schoolwide Program
Purpose: Upgrade the entire educational program of eligible schools in
high poverty areas
Title I, Part A: Targeted Assistance Program
Purpose: Help educationally disadvantaged students in eligible schools
achieve grade level proficiency
Title I, Part A: Program Improvement
Purpose: Assist Title I schools that have failed to meet ESEA
Adequate Yearly Progress targets for one or more identified student
groups
Title II, Part A: Teacher and Principal Training and Recruiting
Purpose: Improve and increase the number of highly qualified teachers
and principals
Title II, Part D: Enhancing Education Through Technology
Purpose: Support professional development and the use of technology
Title III, Part A: Language Instruction for Limited-English-Proficient
(LEP) Students
Purpose: Supplement language instruction to help LEP students attain
English proficiency and meet academic performance standards
Title IV, Part A: Safe and Drug-Free Schools and Communities
Purpose: Support learning environments that promote academic
achievement (NO LONGER FUNDED BEGINNING WITH THE 201011 SCHOOL YEAR)
Title VI, Part B: Rural Education Achievement Program
Purpose: Provide flexibility in the use of ESEA funds to eligible local
educational agencies
Other federal funds (list and describe)3
Perkins
Total amount of federal categorical funds allocated to this school
Total amount of state and federal categorical funds allocated to this school
17
Allocation
$54,895
$
$
$
$
$
$
$
$16,500
$70,985
$321,276
For example, special education funds used in a School-Based Coordinated Program to serve students
not identified as individuals with exceptional needs.
A27
A28
CENTINELA VALLEY UNION HIGH SCHOOL DISTRICT
Dedicated To Academic Excellence
Graduation Requirements
Class of 2011 and beyond
English
•
•
•
•
English 9
English 10
English 11
English 12
40 Credits
10 Credits
10 Credits
10 Credits
10 Credits
Mathematics
•
Algebra I or higher. Courses below Algebra I do not count toward
the 20 credits required for graduation.
20 Credits
Social Science
•
World History
•
US History
•
US Government
•
Economics
30 Credits
10 Credits
10 Credits
5 Credits
5 Credits
Science
•
Biological Science 10 Credits
•
Physical Science
10 Credits
20 Credits
World Languages/Visual and Performing Arts/Practical Arts
•
10 credits in two of three areas.
20 Credits
Physical Education
•
All 9th graders must take Physical Education. 10th graders who have not
passed the Physical Fitness Test must take Physical Education. All
other students may have the Physical Education requirement waived.
20 Credits
• Students who have a waiver for PE must still have a total of 220 credits to
graduate. These credits can come from additional academic or other electives.
Electives
70 Credits (up to 90 depending upon PE status)
Total Credits Required for Graduation:
Additional Requirement:
220
CAHSEE
Students must complete all course requirements and pass the California High School Exit Exam in
order to participate in graduation ceremonies and receive a diploma.
A29
Centinela Valley Union High School District 2012-‐2013 Science and Math Course Pathways 9th Grade 10th Grade Chemistry Honors Chemistry SCIENCE Biology Honors Biology Physics Honors Physics *options if concurrently enrolled in Algebra 2 11th/12th Grade AP Chemistry Chemistry/Honors Chemistry Physics/Honors Physics AP Environmental Science AP Biology Anatomy & Physiology AP Physics Introduction to Physical Science (IPS) will be offered for seniors only who have not met the district’s science graduation requirements. MATHEMATICS 9th Grade Algebra 1 *with Algebra Essentials if FFB or BB on CST Geometry Honors Geometry 10th Grade Geometry *with Math Success if FFB or BB on Algebra 1 CST 11th/12th Grade Algebra II Honors Algebra II Honors Geometry Algebra II Honors Algebra II Precalculus Statistics AP Calculus AB AP Calculus BC AP Statistics Juniors and Seniors will be allowed to recover Algebra 1 credits in a face-‐to-‐face setting if it aligns with their graduation plan as determined by counselors. Financial Algebra will also be offered for seniors only who have not met the district’s mathematics graduation requirements. A30
A31
Centinela Valley Union High School District Textbook Survey 2012-‐2013
Subject
Course
Grade
Publisher
Reading/Language Arts
Read 180
9
Scholastic
ELA Success
English 9 UC
English 9 UC H
English 10 UC
English 10 UC H
English 11 UC
AP Lang. & Comp. 11
English 12 UC
AP English Lit.
10
Scholastic
9
Pearson
10
Pearson
11
Pearson
12
Pearson
Beginning ELD A
Beginning ELD B
Intermediate ELD A
Advanced ELD A
Transition ELD A
9 to 12
9 to 12
9 to 12
9 to 12
9 to 12
Hampton Brown
Hampton Brown
Hampton Brown
Hampton Brown
Hampton Brown
Mathematics
Algebra Essentials
9
ALEKS
Mathematics
Math Success
10
ALEKS
Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
Algebra 1 UC
Geometry UC
Geometry UC Honors
Algebra II
Pre-‐Calculus
9 to 11
9 to 12
9 to 12
10 to 12
11 to 12
Pearson
Pearson
Pearson
Pearson
Pearson
Mathematics
Statistics
11 to 12
Pearson
Mathematics
Mathematics
AP Calculus AB
AP Calculus BC
11 to 12
11 to 12
Pearson
Pearson
History/Social Studies
World History
10
McDougal Littell
Item/Title
Copyright Year
ISBN
2010
0439670799
2011
0545394007
2010
9780133664119
2010
9780133664126
2010
9780133664201
2010
9780133664218
Edge Fundamentals
Edge Fundamentals
Edge Level A
Edge Level B
Edge Level C
2002
2002
2002
2002
2000
9780736261630
9780736261630
9780736234528
9780736234535
9780736234542
HS Prep for Algebra Algebra 1
2012
online program
Algebra 1 Geometry 2012
Math Prep for CAHSEE
online program
Read 180 Next Generation Stage C
English 3D
Literature for California
Grade 9
Grade 10
Grade 11
Grade 12
Algebra I Geometry
Geometry
Algebra II
Pre-‐Calculus: Graphical
Elementary Statistic: Picturing the World
Calculus: Graphical
Calculus: Graphical
Modern World History Patterns of Interaction
2009
2008
2008
2008
2007
132031213
132031221
132031221
132031248
013227650X
2009
9780132424332
2007
2007
0132014084
0132014084
1999
0395938295
A32
Subject
Course
Grade
Publisher
Item/Title
US History
11
McDougal Littell
The Americans
Government
12
Prentice Hall
Economics
12
Thomson Learning
Magruders American Government
Contemporary Economics
AP US History
11
Houghton Mifflin
American Pagaent
2006
AP Economics
12
McGraw Hill
Economics, 16th Edition
2005
9780072982718
AP Government
12
Longman
American Democracy
2005
9780072868036
AP World History
10
Addison Wessley
2007
0321099699
AP European History
AP Psychology
Psychology
10
11, 12
11, 12
Houghton Mifflin
Worth Publishing
Worth Publishing
World Civilizations: The Global Experience
History of Western Society
Psychology, 7th Edition
Thinking About Psychology
1999
2004
2003
618017464
0716752516
9780716754671
AP Human Geography
12-‐Sep
Knox
Human Geography
2007
0131497057
Science
Physics
11, 12
Prentice Hall
Conceptual Physics
2006
9780618557134
Science
11,12
9780130676443
11, 12
Prentice Hall
2003
0805300120
9, 10, 11, 12
Prentice Hall
AP Physics
Human Anatomy and Physiology 6th Edition
Biology
2003
Science
AP Physics B
Human Anatomy and Physiology
Biology
2006
9780131662551
Science
Biology
9, 10, 11, 12
Prentice Hall
Biology
2007
Science
AP Biology
11, 12
Addison Wesley
1999
0132013525
9780805365665
Science
Honors Chemistry
10, 11, 12
Prentice Hall
2006
0131937197
Science
AP Environmental Science
11, 12
People's Publishing
2005
047148816X
Science
Science
Chemistry
Intro to Physical Science
10, 11, 12
9, 10, 11, 12
Prentice Hall
Prentice Hall
AP Biology
Chemistry: The Central Science
Environmental Science: Earth as a Living Planet 5th Edition
Chemistry
Earth Science
2005
2006
9780131152625
0131667556
Foreign Language
Foreign Language
Spanish 1
Spanish 2
9 to 11
10 to 12
Glencoe
Glencoe
Buen Viaje Level 1
Buen Viaje Level 2
2003
2003
0078288606
0078791405
Science
Copyright Year
1999
ISBN
9780395890806 2003
0130370487
2005
0538437006
9780618479276
A33
Subject
Course
Grade
Publisher
Item/Title
Foreign Language
Spanish 3
11 to 12
Glencoe
Buen Viaje Level 3
Foreign Language
Spanish 1 -‐ NS
9 to 11
Holt
Foreign Language
Foreign Language
Foreign Language
Foreign Language
Foreign Language
Foreign Language
Foreign Language
Foreign Language
Foreign Language
Foreign Language
Foreign Language
Foreign Language
Spanish 2 -‐ NS
AP Spanish Lang.
AP Spanish Lang.
AP Spanish Lit.
AP Spanish Lit.
French 1
French 2
French 3
ASL 1
ASL 2
ASL 3
Mandarin 1
Holt
Heinle
Heinle
Heinle
Heinle
Holt
Holt
Holt
Dawn Sign Press
Dawn Sign Press
Dawn Sign Press
Cheng & Tsui
9 to 12
11 to 12
11 to 12
11 to 12
11 to 12
9 to 11
10 to 12
11 to 12
9, 10, 11, 12
10, 11, 12
11,12
9 to 12 Copyright Year
2000
2005
ISBN
9780026418133
0078619904
Introduction, Nuevas Vistas
2006
9780030736919
Nuevas Vistas -‐ Curso Uno
Abriendo Paso -‐Gramatica
Abriendo Paso -‐ Lectura
Abriendo Puertas Vol 1
Abriendo Puertas Vol 2
Allez Viens Level 1
Allez Viens Level 2
Allez Viens Level 2
Signing Naturally Level 1
Integrated Chinese
2006
2000
2001
2003
2003
2003
2003
2003
1993
1993
1993
2009
0030399424
0838426247
0838417744
9780618222063
9780618222070
9780030565939
9780030565946
9780030565946
9781581211276
9781581211313
158121135X 9780887276446
A34
Reading Intervention Programs
READ 180 Next Generation
READ 180 Next Generation is a comprehensive system of curriculum, instruction, assessment,
and professional development proven to raise reading achievement for struggling readers in
grades 4–12+. Designed for any student reading two or more years below grade-level, READ
180 Next Generation leverages adaptive technology to individualize instruction for students and
provide powerful data for differentiation to teachers. CVUHSD 9th graders scoring below basic
and far below basic on their ELA CST are placed in Read 180 as a support course to English
9/UC.
ELA Success
ELA Success is an elective class that focuses on academic reading and writing skills, while also
preparing students to score proficient on the ELA portion of the California High School Exit
Exam. The course itself is a combination of Dr. Kate Kinsella’s English 3D curriculum and
CAHSEE preparation lessons. The 3D curriculum is designed to ensure proficiency in academic
vocabulary, speaking, listening, and writing skills essential to succeed in high school, college,
and career life. The 3D curriculum focuses on teaching academic vocabulary, syntax, and
grammar, while engaging students through non-fiction texts that present real world issues
relevant to teens’ lives. The course also helps students develop their writing skills in
summarizing, justification, argument, and research. The CAHSEE portion of the course prepares
students to pass the high school exit exam by teaching them lessons based on the five content
strands assessed on the exam. The five content strands include: Word Analysis, Literary
Response and Analysis, Reading Comprehension, Writing Strategies, and Writing Conventions.
Students are also master steps in the writing process in order to successfully complete the writing
task requirement of the ELA portion of the CAHSEE. CVUHSD 10th graders scoring below
basic and far below basic on their ELA CST are placed in ELA Success as a support course to
English 10/UC.
A35
Small Group Rota-ons Whole Group Instruction Whole Group Wrap Up 1st Rota(on 0-‐5 minutes 2nd Rota(on 5-‐10 minutes 40 minutes= 20 minutes at each rotation Small Group Instruction Independent Reading Computer Software A36
PLEASE ANNOUNCE & POST
Day
Day
Room
Teacher
Times
Monday
G - 101
G - 107
G - 106
Mrs. Tran
Mrs. Harley
Mr. Holmes
Select English
Teachers
Select English
Teachers
Mr. Holmes
7:30-8:00
7:30-8:00
7:30-8:00
Nutrition
Mrs. Tran
Mrs. Harley
Mr. Holmes
Select English
Teachers
Select English
Teachers
7:30-8:00
7:30-8:00
7:30-8:00
Nutrition
Mrs. Tran
Mr. Holmes
3:00-4:00
3:00-4:00
G – 106(Lab)
Tuesday
G - 101
G - 107
G - 106
G – 101 (Lab)
G - 106
Room Teacher
Wednesday G - 101
G - 107
G - 106
G - 106
Lunch
3:00-4:00
Thursday
G - 101
G - 107
G - 106
G - 101
Lunch
G - 106
Friday
G - 105
G - 107
G - 106
Times
Mrs. Tran
Mrs. Harley
Mr. Holmes
Select English
Teachers
7:30-8:00
7:30-8:00
7:30-8:00
Nutrition
Select English
Teachers
Mr. Holmes
(Lab)
Lunch
Mrs. Tran
Mrs. Harley
Mr. Holmes
Select English
Teachers
Select English
Teachers
Mrs. Tran
(Lab)
Mr. Holmes
7:30-8:00
7:30-8:00
7:30-8:00
Nutrition
Mrs. Tran
Mrs. Harley
Mr. Holmes
Select English
Teachers
Select English
Teachers
7:30-8:00
7:30-8:00
7:30-8:00
Nutrition
3:00-4:00
Lunch
3:00-4:00
3:00-4:00
Lunch
A37
Come to the Lab for help, to finish
Homework, or Gain Knowledge
**Each Lab Session will also have math peer tutors**
Day
Room
Teacher
Times
Monday
G-211
G-211
G-206
G-207
Mr. Espinoza
Mr. Espinoza
Mr. Cardenas
Mr. Rah
3-4pm
Lunch
Lunch
Lunch
Tuesday
G-207
G-211
G-206
G-207
Mr. Rah
Mr. Espinoza
Mr. Cardenas
Mr. Rah
3-4pm
Lunch
Lunch
Lunch
Wednesday
G-205
G-203
G-211
G-206
G-207
Mr. Gavrilovic
Mrs. Panagos
Mr. Espinoza
Mr. Cardenas
Mr. Rah
3-4pm
3-4pm
Lunch
Lunch
Lunch
Thursday
G-205
G-203
G-211
G-206
G-207
Mr. Gavrilovic
Mrs. Panagos
Mr. Espinoza
Mr. Cardenas
Mr. Rah
3-4pm
3-4pm
Lunch
Lunch
Lunch
Friday
G-211
G-206
G-207
Mr. Espinoza
Mr. Cardenas
Mr. Rah
Lunch
Lunch
Lunch
A38
Direct Interactive Instruction
Implementation
School
j Grade Level
Course
j Lesson Range:
Instructional Strategies
Tool
j Time
On pace for
j Date
0 Course
0 Lesson
Evident Notes
Standards and Lesson Objectives
Standards and Lesson Objectives are posted and referenced
throughout the Lesson
Students can restate and explain how they will demonstrate their
learning
Student work is posted and reflects standards, difficulty, and
complexity
Core curriculum is used appropriately and with fidelity
Lesson Structure and Sequence
Lesson is "chunked" - "chunks" are meaningful, aligned to the
standard and lesson objective, and appropriately paced for level of
difficulty and complexity
Lesson proceeds sequentially from activation of relevant prior
knowledge input-model/structured practice/guided practice!
independent practice/closure
Students demonstrate their learning at the end of the lesson (ticket
out the door, etc)
Student Engagement, Feedback, and Correctives
Continuous, multi-level interaction between teacher/students (T-S,
etc.)
Pre-corrections are utilized and correctives are quick, explicit, and
relevant to the task
A range and variety of interaction strategies are used and are
appropriate to the lesson objective
Leveled questions are employed to advance the lesson and
differentiate for individual students
Proactive Classroom management
Minimal "stop-start,"
smooth transitions
Frequent lesson orientation and alerts to next steps
Low profile controls, re-direction includes quick return to positive,
neutral
"Praise, Prompt, Leave" during seat work (GP and IP)
Instructional Environment
Evident Notes
Walls reflect current instruction and are used by teachers and
students as an instructional tool.
Room design supports lesson delivery.
@2010 Action Learning Systems, Inc. All rights reserved .•
ImpiementationTooLDIL1
A39
A40
WASC Teacher Survey
1. Students are actively engaged in learning activities for a significant portion of each day.
j yes
k
l
m
n
j no
k
l
m
n
2. Classes at Leuzinger High School challenge students.
j yes
k
l
m
n
j no
k
l
m
n
3. Students are aware of the requirements to graduate from high school.
j yes
k
l
m
n
j no
k
l
m
n
4. Teachers encourage students to think about their future options after high school.
j yes
k
l
m
n
j no
k
l
m
n
5. Teachers at this school have helped students understand the AG requirements.
j yes
k
l
m
n
j no
k
l
m
n
6. Students at this school understand the rules about physically hurting other people.
j yes
k
l
m
n
j no
k
l
m
n
7. All teachers at this school enforce the same school rules.
j yes
k
l
m
n
j no
k
l
m
n
8. Students at this school know that adults (teachers, admin, safety officers, counselors)
will enforce the rules against hurting others.
j yes
k
l
m
n
j no
k
l
m
n
A41
WASC Teacher Survey
9. Students at this school understand the rules regarding clearing their absences.
j yes
k
l
m
n
j no
k
l
m
n
10. Students at this school understand the tardy policy and consequences for being tardy.
j yes
k
l
m
n
j no
k
l
m
n
11. Students feel good about being in the school.
j yes
k
l
m
n
j no
k
l
m
n
12. There are very few parents who are involved in the school.
j yes
k
l
m
n
j no
k
l
m
n
13. Teachers and other adults at this school work with students outside of class time.
j yes
k
l
m
n
j no
k
l
m
n
14. Students are encouraged to participate in clubs, teams, and other activities at this
school.
j yes
k
l
m
n
j no
k
l
m
n
15. Students feel good about being involved at this school.
j yes
k
l
m
n
j no
k
l
m
n
16. There is a good relationship between the students and adults on campus.
j yes
k
l
m
n
j no
k
l
m
n
17. This school is a very clean place.
j yes
k
l
m
n
j no
k
l
m
n
A42
WASC Teacher Survey
18. Students here do not take care of the school.
j yes
k
l
m
n
j no
k
l
m
n
19. This school is a safe place.
j yes
k
l
m
n
j no
k
l
m
n
20. Teachers and other adults help students feel safe at this school.
j yes
k
l
m
n
j no
k
l
m
n
21. There are enough lunch tables, bathrooms, and other necessary things outside of the
classroom.
j yes
k
l
m
n
j no
k
l
m
n
22. As a teacher, I lecture Only (teacher talks, students take notes)
j Often
k
l
m
n
j Sometimes
k
l
m
n
j rarely
k
l
m
n
j nevel
k
l
m
n
23. As a teacher, I lecture with some discussion(lecture with some whole class discussion)
j often
k
l
m
n
j sometimes
k
l
m
n
j rarely
k
l
m
n
j never
k
l
m
n
24. As a teacher, I lecture, discuss, and practice (i.e. student partner practice and/or pair
share...)
j often
k
l
m
n
j sometimes
k
l
m
n
j rarely
k
l
m
n
j never
k
l
m
n
A43
WASC Teacher Survey
25. As a teacher, I facilitate discussions (debate, philosophical chairs, Socratic seminar...).
j often
k
l
m
n
j sometimes
k
l
m
n
j rarely
k
l
m
n
j never
k
l
m
n
26. As a teacher, I demonstrate and model.
j often
k
l
m
n
j sometimes
k
l
m
n
j rarely
k
l
m
n
j never
k
l
m
n
27. As a teacher, I utilize small group activities (gallery walk, learning stations, rotation
lab...).
j often
k
l
m
n
j sometimes
k
l
m
n
j rarely
k
l
m
n
j never
k
l
m
n
A44
WASC Student Survey
*1. Students are actively engaged in learning activities for a significant portion of each
day.
j Yes
k
l
m
n
j No
k
l
m
n
2. Classes at Leuzinger High School challenge students.
j yes
k
l
m
n
j no
k
l
m
n
3. Students are aware of the requirements to graduate from high school.
j yes
k
l
m
n
j no
k
l
m
n
4. Teachers encourage students to think about their future options after high school.
j yes
k
l
m
n
j no
k
l
m
n
5. Adults at this school have helped me understand the AG requirements.
j yes
k
l
m
n
j no
k
l
m
n
6. Students at this school understand the rules about physically hurting other people.
j yes
k
l
m
n
j no
k
l
m
n
7. All teachers at this school enforce the same school rules.
j yes
k
l
m
n
j no
k
l
m
n
8. Students at this school know that teachers will enforce the rules against hurting others.
j yes
k
l
m
n
j no
k
l
m
n
A45
WASC Student Survey
9. Students at this school understand the rules regarding clearing their absences.
j yes
k
l
m
n
j no
k
l
m
n
10. Students at this school understand the tardy policy and consequences for being tardy.
j yes
k
l
m
n
j no
k
l
m
n
11. Students at this school understand the dress code and consequences for not being in
compliance.
j yes
k
l
m
n
j no
k
l
m
n
12. There are very few parents who are involved in the school.
j yes
k
l
m
n
j no
k
l
m
n
13. Teachers and other adults at this school work with students outside of class time.
j yes
k
l
m
n
j no
k
l
m
n
14. Students are encouraged to participate in clubs, teams, and other activities at this
school.
j yes
k
l
m
n
j no
k
l
m
n
15. Students feel good about being involved at this school.
j yes
k
l
m
n
j no
k
l
m
n
16. There is a good relationship between the students and adults on campus.
j yes
k
l
m
n
j no
k
l
m
n
j yes
k
l
m
n
j no
k
l
m
n
A46
WASC Student Survey
j yes
k
l
m
n
j no
k
l
m
n
j yes
k
l
m
n
j no
k
l
m
n
j yes
k
l
m
n
j no
k
l
m
n
classroom.
j yes
k
l
m
n
j no
k
l
m
n
22. I use tutoring services available at school.
j not at all
k
l
m
n
j sometimes
k
l
m
n
j often
k
l
m
n
j always
k
l
m
n
23. I visit the library at least once a month, either with my classes or on my own time.
j not at all
k
l
m
n
j sometimes
k
l
m
n
j often
k
l
m
n
j always
k
l
m
n
24. I have access to the Internet at home when I need it.
j not at all
k
l
m
n
j sometimes
k
l
m
n
j often
k
l
m
n
j always
k
l
m
n
A47
WASC Student Survey
25. I have a place to study quietly at home.
j not at all
k
l
m
n
j sometimes
k
l
m
n
j often
k
l
m
n
j always
k
l
m
n
26. In your English Class, do you prefer...
j Lecture Only (teacher talks, students take notes)
k
l
m
n
j Lecture with some discussion (lecture with some whole class discussion)
k
l
m
n
j Lecture, discuss, practice (i.e. student partner practice and/or pair share...)
k
l
m
n
j Discussion (debate, philosophical chairs, Socratic seminar...) Demonstrations/Modeling
k
l
m
n
j Small groups (gallery walk, learning stations, rotation, lab...)
k
l
m
n
27. In your History class, do you prefer...
k
l
m
n
k
l
m
n
k
l
m
n
k
l
m
n
k
l
m
n
28. In your Math class, do you prefer...
k
l
m
n
k
l
m
n
k
l
m
n
k
l
m
n
k
l
m
n
29. In your Science class, do you prefer...
k
l
m
n
k
l
m
n
k
l
m
n
k
l
m
n
k
l
m
n
A48
WASC Student Survey
30. In your World Language class (i.e. Spanish, French, Mandarin), do you prefer...
k
l
m
n
k
l
m
n
k
l
m
n
k
l
m
n
k
l
m
n
31. In your elective class, do you prefer...
k
l
m
n
k
l
m
n
k
l
m
n
k
l
m
n
k
l
m
n
A49
WASC Parent Survey
classroom.
j yes
k
l
m
n
j no
k
l
m
n
j yes
k
l
m
n
j no
k
l
m
n
j yes
k
l
m
n
j no
k
l
m
n
j yes
k
l
m
n
j no
k
l
m
n
j yes
k
l
m
n
j no
k
l
m
n
6. Internet access is available in our home.
j not at all
k
l
m
n
j sometimes
k
l
m
n
j often
k
l
m
n
j always
k
l
m
n
7. My child has a quite place to study at home.
j not at all
k
l
m
n
j sometimes
k
l
m
n
j often
k
l
m
n
j always
k
l
m
n
A50
WASC Parent Survey
8. I visit the school campus.
j not at all
k
l
m
n
j sometimes
k
l
m
n
j often
k
l
m
n
j always
k
l
m
n
9. My child participates in after school programs.
j not at all
k
l
m
n
j sometimes
k
l
m
n
j often
k
l
m
n
j always
k
l
m
n
10. I attend school activities (i.e. musicals, plays, sports, Back to School Night, Open
House)
j not at all
k
l
m
n
j sometimes
k
l
m
n
j often
k
l
m
n
j always
k
l
m
n
A51

self-study report - Leuzinger High School

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Part 4 - Digital Image Learning - Education, Culture and Employment

WASC - cloudfront.net

A63F - Cooperative Patent Classification

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

BP 11–12 - Amazon Web Services

Class of - Alumnae Association of the College of Saint Teresa